UNIT 1

INTRODUCTION TO COMMUNICATION

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 Chapter 1

COMMUNICATION PROCESSES, PRINCIPLES AND ETHICS

“Why do we need to study communication?” This question is oftentimes asked by

students enrolled in college. It is understandable that such a question may be asked by them
since all human beings, in fact, all living creatures communicate with one another to survive. It
is a known fact that communication is essential for life, a fundamental aspect of being human.

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However, there is a need to understand too, that communication is not merely a message sent
from one person to another because communication does something. It causes a result,

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creates an atmosphere, and reveals the identity of a person his/her age, gender, race, or
culture.

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Learning the skills on how to communicate effectively will help a college student become a
competent communicator which is necessary for success.

LEARNING OUTCOMES
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At the end of this lesson, the students shall have been able to:
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1. define communication;
2. discuss the process of communication;
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3. determine the principles that help communication successful; and,

4. explain the ethics of communication.
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MOTIVATION
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Form a group of 2 or 3 members each. Read the questions and take turns in giving
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your answers to each.

1. How important will good communication skills be to the course/major you are
taking now?
2. How do you usually express your likes and dislikes?
3. Describe a situation when you used your cellular phone, e-mail, iPod, or
telephone in an emergency situation.
4. Explain why you agree or disagree with the saying, “Your action speaks louder
than your words.”

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INPUT

What Communication Is and Why It Is Important

Communication is a term that has been given more than a hundred published definitions.
From among these definitions, not one has been agreed on by scholars who have devoted their
lives to studying it.

A broad definition of communication says that it is the process of exchanging and acting
on information between two or more people. Someone does or says something, and others
think or do something in response to the action or the words as they understand them. Beebe

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and Ivy (2013) gave a more refined definition, and it says that" communication is the process
of making sense out of the world and sharing that sense with others by creating meaning

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through the use of verbal and nonverbal messages (p. 7).”

Human beings put meaning into what they experience when they begin to interpret what is

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seen, touched, heard, smelled, and tasted with sensations, thoughts, feelings, and words.
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Whether one is an ordinary citizen, a VIP, a college student, or a professional, competence in
communication and expertise with the skills are valuable in strengthening and building
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relationships, in getting employed, and in maintaining healthy living.
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Every good and lasting relationship is founded on good communication. Understanding the
role and function of communication can help unfold some of the mysteries of human
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relationships. According to Virginia Satir (1988), a pioneer in family enrichment, “family

communication is the largest single factor determining the kinds of relationships (we make) with
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others.” This means that an individual’s early communication with his/her parents has profound
effects on his/her self-concept and self-worth. It is, therefore, necessary to have open
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communication among family members, because building a good relationship with others
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begins at home and it determines how a person interacts with others.

Undeniably, those who can communicate effectively with others are in high demand in
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any field of work. Every job requires communication – talk, read, relate, and write. The better
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the communication skills, the more employable the person is.

Communication helps build good relationships with others and having a social support
system that is, supportive friends and family members can help make a difference in a person's
overall health and quality of life. It is an accepted fact that life is stressful. Research has found
out that the lack or loss of close relationships can lead to ill health and even death. Good
friends and intimate relationships with others whether online or in person help an individual
manage stress and contribute to both physical and emotional health. Learning how to enrich
the quality of communication with others can make life more enjoyable and enhance overall
well-being.

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The Process of Communication

There have been many studies done by communication researchers trying to understand
precisely how communication takes place. In the course of their study, they have developed
visual models that graphically illustrate the communication process. One of these models, the
Modern Communication Model has evolved from Shanon and Weaver’s Information Theory
Model. The model is presented in Figure 1.

Sender Encoding Message Decoding Receiver

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ing

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Noise

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Feedback
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Response
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Fig.1 A Modern Model of Communication Process
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Source or sender is the originator of an idea or emotion.

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Encoding is the translation of ideas, feelings, and thoughts that have been translated into a
code.
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Decoding is the interpretation of ideas, feelings, and thoughts that have been translated into
a code.
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Receiver is a person or a group of persons toward whom a sender or source directs

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messages and who decodes the message.

Message is the written, spoken, and unspoken elements of communication that carries a
meaning or which meaning is assigned.
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Channel is the pathway or means through which messages pass between the source and
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receiver.
Context is the physical, historical, and psychological communication environment.
Noise is any literal or psychological interference with the clear encoding or decoding of a
message.
Feedback is the verbal and nonverbal responses to a message.

Figure 1 shows that the communication process begins with the sender or source. For
that message to be received, the sender must first encode the message in a form that can be
understood and transmit it. The person whom the message is directed to is the receiver. He
receives the message or information and decodes or interprets it. If the message has been
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successfully transmitted, received, and understood, the receiver then responds to the sender
in the form of verbal or nonverbal response. This is called feedback. In the process of sending
and receiving information or ideas, noise may interfere with the process. It can be any sort of
interference such as the literal or external noise or internal noise or esoteric noise as
misinterpreting a local custom.

The Primary Principles of Communication

There are factors that determine whether a particular communication experience is likely to
be successful or not. Every individual participating in the communication process is affected by

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internal factors, interactional factors affect how information is sent and received between two
or more people, and external factors affect the extent to which the physical environment is

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conducive to effective communication.

The communication process has inherent principles as well as skills that can be learned

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and mastered. When people are aware of these principles and apply this information, they

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significantly decrease the likelihood of misunderstanding and conflict and increase the
chances of successful and effective communication. Here are fundamental principles of
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communication:
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1. Be aware of your communication with yourself and others.

Be conscious of your intrapersonal communication that is communication that occurs
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within yourself, including your thoughts, your emotions, and your perception of yourself
and others. Realize that your own "self-talk" affects your communication with others and
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you overall communication behavior. Understand the communication behavior of others.

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2. Effectively use and interpret verbal messages.

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Use clear and precise words to explain ideas and concepts to others. Make concerted
effort to accurately interpret the words of others.
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3. Effectively use and interpret nonverbal messages.

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Use nonverbal, unspoken cues to express feelings and emotions to others or to modify
the explicit verbal message you are communicating.

4. Listen and respond thoughtfully to others.

Be other-oriented by taking special care to stop and focus on what others are saying, to
look for nonverbal cues, and to listen accurately for both the ideas and the major details.
Be precise, accurate, and timely in providing appropriate feedback to others.

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 5. Appropriately adapt messages to others.
Because of differences in culture, gender, background, and experience, it is important to
consider how other people interpret your messages and how your interpretations of the
messages of other people are affected by these differences. Enhance message
understanding, achieve your communication ethically by appropriately adapting, editing,
and shaping both what you say and how you say it. (adapted from Beebe, A.B., Beebe,
J.S., & Diana, K.I., Communication Principles for a Lifetime)

ACTIVITY 1. In a small group, share your answers to the following questions.

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1. What is your definition of communication?

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2. How can one develop good communication skill?
3. Explain the process of communication.

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4. How can noise affect communication?

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5. Give one principle of communication and explain it.
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The Ethics in Communication
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Every communication has a purpose which may be good or bad. Whatever the objective
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is, if the message is understood and has accomplished its intended effect, but manipulates the
receiver or the listener, unfairly restricts his/her choices or uses false information, it may be
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effective; however, it is not appropriate or ethical. Ethics is defined as the beliefs, values, and
moral principles by which right or wrong is determined. Anywhere in the world ethics and
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ethical behavior have been considered critical components of human behavior.

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According to communication scholars Clifford Christians and Michael Traber (1997), every
culture depends on its existence on norms that order human relationships and social
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institutions. These universal norms are the beliefs and behaviors that describe what is normal,
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appropriate or inappropriate. They further said there are three universal cultural norms: (1) the
value of truth, (2) respect for another person’s dignity, and (3) the expectation that innocent
people should not suffer harm.

The proponents of a universal ethical code suggest that a universal moral code is an ideal
basis for evaluating right and wrong behavior, including communication behavior. An example
of this moral code which is present in all religions of the world that provides guidance for how
people should treat others is the Golden Rule in Christianity: "Do unto others what you would
have others do unto you."

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 It is not only philosophy and religion that focus on ethical code. Other professions too, have
clear codes of ethics that identify appropriate and inappropriate behavior. In the United States,
for example, the National Communication Association has developed a Credo for
Communication Ethics (November 1999) to emphasize the importance of being an ethical
communicator. Here is an excerpt:

“Ethical communication is fundamental to responsible thinking, decision making, and the

development of relationships and communities within and across contexts, cultures, channels,
and media. Moreover, ethical communication enhances human worth and dignity by fostering
truthfulness, fairness, responsibility, personal integrity, and respect for self and others.”

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An ethical communicator must be sensitive to the needs of others by giving them the

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chance to choose instead of forcing people to behave in a certain way, respect their privacy,
not intentionally decreasing their feelings of self-worth, and being honest in presenting
information.

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ACTIVITY 2. On a ¼ piece of paper, write your answer to the given question.
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Which of the following are the top three influences on your ethical beliefs and
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practices? Cite specific instances to illustrate the way they affect your ethical beliefs as
revealed in your communication practices.
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1. Friends 6. Grandparents
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2. Internet 7. Religion
3. Parents 8. Music
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4. Television 9. Favorite quotation/saying

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5. Favorite actor/actress 10. Teachers

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COMPREHENSION QUESTIONS

1. How do you define communication in its broadest sense?

2. What are the principles that are essential in effective communication?
3. How does communication take place?
4. Explain the Modern Model of Communication process.
5. How can misunderstanding be avoided?
6. What are the three universal cultural norms according to Christians and Traber?
7. Explain the Golden Rule: “Do unto others what you would have others do unto you.”

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 Chapter 2

COMMUNICATION AND GLOBALIZATION

Globalization is likened to the road. The world was used to be thought of as vast,
unchartered, distant, mysterious, unfathomable, and staggering and no person had the
slightest inkling how he or she could fathom it. Today globalization has changed the way
people see the world. It has become a road people can tread to discover many possibilities
although for some this unknown road can paint terror and fear.

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As the human spirit in the past struggled to soar higher by probing unknown territories,

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climbing these highest peaks, and braving seemingly insurmountable storms, the warrior in
every man and woman championed not only the feet and hands but also the mind and heart.
Yes, globalization has finally been realized.

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The term ‘globalization’ is widely used to define a spectrum of scientific, economic,
linguistic, cultural, social, and political changes that have shaped the world over the past 50-
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odd years. Since globalization is a complex and multifaceted phenomenon, it has been credited
with a wide range of powers and effects. Its proponents claim that it is both ‘natural’ and an
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inevitable outcome of technological progress, and it can create positive economic and political
convergences.
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Many perspectives on globalization see it as differentiated in its effects and reception,

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culturally driven, either pre-modern or postmodern, best captured by globalist or skeptical

perspectives, and an equalizing phenomenon. However, the main goal to achieve here is how
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important globalization and communication can get in terms of learning and living.
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LEARNING OUTCOMES
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At the end of the lesson, the students will have been able to:
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1. define globalization;
2. discuss its origins and development;
3. explain its effects on communication; and,
4. argue for and against the positive effects of globalization on society.

MOTIVATION

Pair up and choose an object which can best represent globalization.

Explain how it can illustrate globalization.

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INPUT

As mentioned in the introduction, globalization is a complex phenomenon; it is the

interactive co-evolution of millions of technological, cultural, economic, social, and
environmental trends at all conceivable spatiotemporal scales. Although economic in its
structure, globalization is equally a political phenomenon, shaped by negotiations and
interactions between institutions of transnational capital, nation-states, and international
institutions. Its main driving forces are institutions of global capitalism – especially transnational
corporations – but it also needs the firm hand of states to create enabling environments for it to
take root.

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In the highly developed countries like the United States, Japan, the UK, and Germany,

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globalization is manifested. Globalization is the reason why there are Ford motors and cars of
the US, Sony technology from Japan, House of Harrods from the UK, and Mercedes Benz and
BMW straight from Germany. Developing countries such as the Philippines, Malaysia, and

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Thailand have respective prominent and quality products in the form of coffee, fruits,

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handicrafts, and among others which truly make them globally competitive and seen. We have
to remember at all times that globalization is equated with economic growth and recognition.
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Globalization has brought about immense changes in the lives of people nowadays.
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The oyster of the world is in everyone's hands because of the pervasive and potent powers of
technology embedded in the growth and impact of the English language. With the ever-present
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and existing influences of science, medicine, and arts, the world has turned into one living
village: borderless, robust, connected, and dynamic. Cultures, traditions, beliefs, religions, and
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languages find their way into the current stream of the World Wide Web or the Internet.
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Language and society always go hand-in-hand, for one cannot exist without the other.
It has never been known to people that cultures will invariably linger and survive because of the
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core foundation lent by languages and people. The road to globalization is paved by all these
composite elements reflected in the working qualities, dynamics, and significances of
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languages and cultures of diversified people all over the world.

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Given the advantages and disadvantages of using social media like Twitter,
Instagram, Pinterest, Facebook, Reddit, and among others, learning other cultures,
appreciating languages, communicating with many people, utilizing e-mails, engaging in
teleconferencing, indulging in chatting, and uploading information via videos can be staggering,
addicting, and empowering. This is the time and age wherein academic papers, and linguistic
awareness may make definitive differences in the lives of educators, students, professionals,
netizens, leaders, and researchers.

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 http://www.hvantagetechnologies.com/img/services/social.png

The Origins of Globalization

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Globalization has taken a long stride after its first potent spark in the heart of the once
mighty Great Britain. It was Great Britain that started placing value on English. Who would have

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thought that Latin, Italian, Spanish, Greek, and French languages could be outshone and
outweighed by the English language? Not even those famous linguists, semanticists, and

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theorists had predicted the emergence and popularity of English. All throughout these hundreds

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of years, the spread of English proved to be phenomenal and overwhelming.

The Old World in the shape, form, and power of Great Britain seized and established
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territories and empires. It was through communication, transportation, and trade that
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globalization took its speed and presence. The great empires of Great Britain stretched from
Europe to Africa. With the regal royalties among the kings and queens alongside their massive
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military strengths, English was indeed the force to reckon with. The reversal of power,
influence, and reign occurred in the late 18th century and early 19th century when the New
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World, America, set sight of the golden opportunities. It was the undeniable display of grit,
ambition, faith, innovation, and tenacity on the part of the Americans that paved the shift of
supremacy and domination. America took pride in science, technology, medicine, and
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commerce. It was the vision and mission values of the Americans that also augmented the
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robustness and pervasiveness of English. Today, English is known to be the ‘lingua franca’ or a
universal language which is evident in the areas of education, governance, communication,
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entertainment, and business.

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http://belltimemagazine.ie/meet-the-new-communication-tools-ready-to-replace-your-e-mail/

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Globalization and Communication
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Globalization is also evidenced as a structural phenomenon of growing and interfacing
interdependence among different countries of the world, for which the effects of a motion
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sensed at a distance has resulted in a stunning spectrum of social, economic, and cultural
changes that have shaped the world more than half a decade. Consequently, this evolution was
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galvanized by the emergence of digital breakthroughs and scientific development. The details
are well-pronounced in the continuing landscape of swift communications and more accessible
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and shareable information.

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Effects of Globalization
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According to Nikolay Daney (2017), easy access to information is a major effect of the
process of globalization. The World Health Organization, in its works focused on the cultural
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dimensions of globalization, has expressed the view that with the spread of commerce, trade,
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and businesses delivering Internet, satellite TV, and mobile services, the costs of such
information technologies drop. He expressed that the decreased price makes it easier for
people across the world to make use of the World Wide Web and the resources available.

In connection with education, there is now (what everybody takes delight in)
edutainment. The Internet has been used to bring in edutainment – an integration of education
and entertainment which is a fun way of teaching and learning.

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Entrepreneurial Marvels
Daney (2017) asserted that globalization had influenced global communication by
implementing new techniques for business conduct among workers at international
corporations. Long-distance travels are no longer necessary for business people should they
require a meeting with a partner overseas. Internet technology makes it possible to exchange
business information and conduct video conferences. Additionally, enhanced communication
allows businesses to promote their products more efficiently on the international market. This
significantly changed the business world. In his works on the matter, U.S. economist John
Thompson concludes that the advanced means of communication have enabled international
organizations to take faster and more adequate decisions in accordance with the change in

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economic, political or social climates in a particular region. For example, as described by
Boonlert Supadhiloke, a professor of communication in Bangkok University, Thai-based

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international technology corporations use advanced communications to respond to the growing
demand for Thai-made products.

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On the other hand, Metro Iloilo is one of the premier hubs in terms of Business
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Process Outsourcing (BPO) industry or offshore outsourcing these days. In fact, there are
American companies expanding their horizons by putting up branches all over the city.
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Moreover, some Hagwon or Korean English Academies in Iloilo have gone online in place of
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tutorials, learning sessions, and classes. How illuminating the concept that Ilonggos are at par
with the world in e-commerce, e-business, and BPOs!
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Increase in Social Awareness

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It has been discussed in the relevant article, entitled “The Effects of Globalization on
Global Communication”, that the availability of information, which is a direct effect of the
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development of global communication systems, has led to an increased social awareness of

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people across the world. Information technology and networks enable them to share opinions,
views, work on projects and research different areas. These are among the main reasons why
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the process of globalization is creating a sense of a global society. For example, through the
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use of communication, many students from the developing countries enroll in university
degrees in the developed world. Education is only a single sector of the social awareness.
Other effects, like social determination, have also occurred -- the political unrest in Tunisia at
the beginning of 2011 had been inspired by opinions and political considerations shared over
the social networks available on the web.

Furthermore, Central Philippine University (CPU) ensures the remarkable powerbase

and expands the definitive scope of its International Programs Office that fosters different
linkages with other universities. Engendering better ties and pedagogical affinities with
international and goal-directed academic institutions is one of the noblest and commendable

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achievements CPU continues to aspire for. Making use of all mass media in keeping the
Centralian spirit alive has proven once and for all that one’s declarative knowledge is power. In
fact, there are many Chinese, Vietnamese, Korean, and Japanese students who come to study
under intensive and extensive programs. The concerted effort is made possible because of
linkages and collaborations. This simply shows how influential the use and usage of social
media with the aid of the Internet is.

Love in Two Worlds and Inspiration via Cyber Space

Modern and sophisticated transportation by land, sea, and sky is no longer a far-

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fetched dream to many. The truth is there are a number of ferry terminals for fast crafts that
appear like first-rate terminals found at the airport. Such is a clear manifestation that

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globalization is at work. The same scenario goes for education programs that enable teachers
and educators become part of the cultural immersion and professional growth. Central

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Philippine University annually sends teachers as exchange faculty to several Korean

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universities. One good narrative about love in two worlds is that there was once a particular
member of the exchange program team from the Department of Languages, Mass
Communication, and Humanities who had this unforgettable romance with the loving and caring
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female Korean. That is indeed a unique by-product of globalization, too, right?
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On the contrary, using Cyber Space as part of more intriguing human relationships is very
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much ubiquitous in this modern age. In fact, students and teachers alike find their amazing
inspiration on the Internet. To illustrate, working on poems, writing essays, and conducting
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researches or studies can take colors, hues, and textures out of the magically mind-bending
streaming of data, details, and information uploaded and downloaded through the net.
Communication has never been better in this highly competitive, purpose-driven, and
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globalized world!
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The Challenge
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Despite the wide range and ongoing progress, global communication fails to reach
many people in all corners of the world. One research conducted by the World Health
Organization (WHO) indicated that at least 70 percent of the majority of people in Africa have
never made a single phone call or accessed the Internet. It stressed out the urgency for a much
deeper or more thorough use of communication technologies as part and parcel of the
globalization process.

In fact, the same narrative holds true for the provinces of Iloilo. Far-flung areas or
remote barrios in many towns do not have even commercial electric power for television and
radio sets. The lack of social awareness and disconnectedness can be disheartening and
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unsettling because at the height of millennium there are people who are depraved and deprived
of the benefits and essentials shared by globalization and communication.

COMPREHENSION QUESTIONS
1. What is globalization?
2. What makes globalization a complex and multifaceted phenomenon?
3. What modern technologies may have been caused globalization to advance?
4. What changes has globalization brought into the lives of people and society?
5. How has globalization affected business and economy?
6. How has globalization changed the way people communicate with one another?

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7. What are the positive and negative effects of globalization on local society?

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 Chapter 3

LOCAL AND GLOBAL COMMUNICATION IN MULTICULTURAL SETTING

Communication is often defined as the sharing of information, ideas, and messages

between two or more people. The primary goal, of course, of communication, is to understand
the information being conveyed or shared and at the same time, also to be understood. One of
the ways successful communication can be achieved is to have the involved parties share a

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mutual knowledge of how the signs and symbols used in communication come together to
create meaning. However, communication is not as simple as sending and receiving messages

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as it may involve interaction between people that come from different backgrounds and
cultures. More often than not, how people impart and understand a message would depend on

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how they derive or inject meaning into what is being said (or not said). People read into

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information based on their knowledge of it, and their knowledge is ultimately shaped by the
culture and environment they are in. It is important to understand that what is defined as
appropriate in terms of communication can differ from person to person or from culture to
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culture. Communicating in a culturally appropriate way would require finding ways to impart and
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receive messages with respect to the cultural differences between individuals involved in the
communication process. Therefore, to be able to communicate effectively in the local and
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global setting, one must be able to understand that there are internal and external differences
one must take into consideration before diving into the process of communication.
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LEARNING OUTCOMES
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At the end of this lesson, the students shall have been able to:
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1. define and discuss cultural diversity;

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2. discuss and define what intercultural communication is;

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3. identify ways culture can determine how information is processed;

4. compare and contrast communication in the local and global setting; and,

5. identify effective ways of communicating within the influences of individual cultures.

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 MOTIVATION

What does cross-cultural interaction look like? Look at the image

below and analyze it carefully.

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INPUT
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Effective communication is important in any interaction one gets involved in. In theory,
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effective communication is as simple as sending a message to a receiver, the receiver

decoding the message and understanding it and ideally, getting a response from that said
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receiver. However, effective communication is not as simple as it theoretically sounds. In fact,

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effective communication involves a complex understanding of how symbols and signs are
presented based on the cultures and environment of the communicators.

Look at how one communicates within the boundaries of his/her home. Despite speaking
the same language and coming from the same background and culture, members of a family
still experience miscommunication due, most likely, to differences in age, gender, and
personality or the context with which the message is interpreted.

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 Now, take that same situation and place it in a global context. Imagine one’s self-
interacting with people from different backgrounds, cultures, and languages. The opportunity
for miscommunication becomes more apparent the bigger the difference is between the
communicators’ language and culture.

What is culture?

Culture is often defined as the learned patterns and attitudes shared by a group of people
(Martin & Nakayama, 2010). According to Geert Hofstede (1984), a noted social psychologist,
culture is "the programming of the mind." He said:

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Every person carries within him or herself patterns of thinking, feeling, and
potential acting which were learned throughout [his or her] lifetime. Much of

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[these patterns are] acquired in early childhood, because at that time a person is
most susceptible to learning and assimilating.

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Hofstede (1984) described how patterns are learned and developed through one’s day to
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day interactions with his surroundings - with his family, community, school, work, and so on
(Martin & Nakayama, 2010). Culture shapes one’s perceptions and ideas, which in turn, would
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also shape how one interacts, gives meaning to and draws meanings from the signs, symbols,
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and messages he or she may encounter every day.

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What is Intercultural Communication?

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The differences of cultures and backgrounds affect communication. In fact, culture

becomes a significant determiner of how people approach any form of communication. One’s
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environment can significantly change his or her perception about certain issues in the society
which in turn would also determine how he or she would communicate the ideas he or she may
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want to tackle.
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In addition, people from different backgrounds often encounter difficulties in processing

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meanings and understanding messages due to the difficulties in understanding certain factors
of communication such as language, context, and meaning. Communication problems often
occur when there is a lack of understanding about how certain cultures "work."

Ultimately, the only way to lessen miscommunication in an intercultural context is to

understand that no two individuals are alike and that every person comes from a background
that may be different from one another. It is only by observing and learning the cultures of other
people that one can possibly lessen the gap created by cultural differences.

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High-Context Cultures and Low-Context Cultures

One framework for understanding intercultural communication is the concept of high and
low context cultures. This concept refers to the values cultures place upon direct and indirect
communication (Neese, 2016).

According to scholars, high-context and low- context cultures rely on the verbal and non-
verbal cues present in the interaction to draw meaning from the message. High-context
cultures take into account the background information of the sender and receiver when
comprehending messages.

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Asian, African, Arab, central European and Latin American cultures are generally
considered to be high-context cultures. For these cultures, they tend to put a premium on the

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relationships they have with the people they interact with. Productivity would depend on how
these relationships work within and among the members of the group. Nonverbal cues are very
important and more often control how the message is understood more than the verbal cues,

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which may be more indirect than direct (Halverson & Tirmizi, 2008).
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On the other hand, western cultures with European roots, such as the United States and
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Australia, are generally considered to be low-context cultures (Neese, 2016). Contrary to high-
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context cultures, low-context cultures prefer direct over indirect communication. They may not
put too much value on the non-verbal cues present in the communication. Relationships do not
seem to play a significant role in the communication process. Ideas and information are sent
UD

and received explicitly (Halverson & Tirmizi, 2008).

ST

Cultural differences shape how people interact and communicate with one other.
According to Carol Kinsey Goman (2011), people in Japan, a high-context culture, would rather
communicate face-to-face than over electronic devices, which are often preferred by people in
U

highly-industrialized countries such as the US, UK, Germany, etc., which are considered low-
CP

context cultures. This is because the Japanese place more value on the relationships they
create and establish through communication.
R

The United States can be considered as an individualistic culture (low-context) which

FO

emphasizes individual goals, whereas, Japan can be seen as a collectivist culture (high-
context) wherein a person defines himself based on his relationship with others (Spring, 2000).

24
 Read some examples of Intercultural Communication below.

1. In Japan, for a period, the sale of Pampers diapers was not particularly promising.
After a thorough study, it was discovered that the reason for the low sale of the
Pampers diapers was based on the importance the Japanese put on gender
differences. The result was the introduction of pink diapers for girls and blue
diapers for boys.
2. The American cowboy used in the ads of cigarette brand Marlboro is often seen as
an effective symbol in most countries, except in Argentina where their concept of
a cowboy is often seen as a lower-class worker.

LY
The Intersection of Cultures: Multicultural Education in the United States and the
Global Economy (Joel Spring, 2000)

ON
E
There are often misinterpretations of messages that are sent between cultures. Most

US
times, these misinterpretations are a result of differences in cultural values (Spring, 2000).

Potential Areas for Misinterpretation in Intercultural Communication

T
EN

According to AJ Schuler (2003), miscommunication in a cross-cultural setting can be

minimized if one is aware of the different areas wherein misinterpretation can occur. He came
UD

up with a list of potential hot spots in intercultural communication which more often than not,
have become areas for miscommunication. Looking into these areas and studying them before
ST

interacting with people from other cultures can greatly help lessen the obstacles one would
need to navigate in the communication process.
U

1. Opening and closing conversations

CP

Different cultures have different ways of going about addressing someone in terms of
whom should be addressed first, how they should be addressed and when they can be
R

addressed. Who speaks first or who closes the conversation can also differ from one culture to
FO

another. In some situations, addressing someone in a manner that is not common in a

particular culture can often be seen as rude and disrespectful.

2. Taking turns during conversations

There are appropriate ways of interacting with other people in all cultures. In some, turn-
taking is often welcomed whereas, in other cultures, listening and reserving comment after the
conversation is preferred. Other cultures believe that giving an immediate response can be
seen as a challenge or humiliation.

25
3. Interrupting

In some culture, interruption during a conversation can be acceptable especially when it is

within the context of the interaction. However, in other cultures interrupting in the middle of a
conversation, regardless of the point being made, can be viewed as impolite.

4. Using silence

The use of silence and the amount of silence in communication can be interpreted in
many ways depending on the culture in which one is interacting. In some cases, silence before
a response to a conversation would give the impression of thoughtfulness and consideration to

LY
the first speaker. On the other hand, silence can also come off as a sign of hostility or
indifference to others.

ON
5. Using appropriate topics of conversation

Appropriateness of topics could largely depend on the situation one is in, and the culture

E
one belongs to. In some cultures, talking about money can be seen as unethical and
US
embarrassing. In other cultures, however, one can easily talk and ask about how much a
person earns. In Asian cultures, talking about family issues with those who are not part of the
T
family can be construed as inappropriate. Many Asian cultures protect family issues fiercely.
EN

Appropriateness of topics to discuss is not only determined by where one is from but also by
their religion, educational background, etc.
UD

6. Using humor
ST

In Western culture, humor is often used as an icebreaker in communication to help

establish rapport with others. In some ways, humor is used to make an atmosphere less stifling
and more relaxed. In other cultures and situations, however, using humor in a conversation
U

may seem disrespectful.

CP

7. Knowing how much to say

R

Knowing how much to say and when to say it can also determine the success of
FO

communication. Many people from Western cultures prefer communicating in a straight-to-the-

point manner; whereas, those from Asian cultures are less confrontational, thereby utilizing a
more indirect approach in discussing certain matters.

8. Sequencing elements during a conversation

When to say things is as important as what one says and how one says things. A speaker
should always consider the timing in which he or she should introduce a topic, negotiate, or ask
for directions. Often, people struggle about when they should change direction in terms of the
conversation or how far into the conversation would it be appropriate to ask questions.

26
 It is important to note, however, that culture being mentioned here is not merely limited to
geographics. Cultural differences may also be determined by gender, age, religion, education,
position, political affiliations, and so on. For example, some religions would strongly define the
roles of men and women within the society which would, in turn, dictate how they interact with
people of the opposite sex.

Intercultural communication is an ever-evolving process. As cultures continue to grow,

morph, adapt and interact with each other, how people communicate will continue to change
over time. As technology and travel continue to make access to the rest of the world easier and
more convenient, it is important to understand that differences in culture should be studied to
allow for better communication and interaction among the members of the global community.

LY
No culture is better than the other, and no culture is perfect. It is only when people understand
this that they can learn to adapt and interact with one another in a harmonious level.

ON
COMPREHENSION QUESTIONS

E
1. How would you define intercultural communication?

US
2. How can culture affect the way people communicate with each other?
3. Compare the differences in communication between high-context cultures and low-
T
context cultures.
EN

4. How can one avoid or lessen opportunities for miscommunication in a multicultural level?
UD
ST
U
CP
R
FO

27
 Chapter 4

VARIETIES AND REGISTERS OF ENGLISH

One day a Filipino teacher from Iloilo and an Indian teacher from Kerala were
conversing with each other in English. Their talk began with the Indian complimenting the
Filipino. In a heavily accented voice, she said, "You have a lovely frock." Leaning forward, the

LY
Filipino lady responded, "Huh?" Her Indian friend slowly repeated what she said but this time
emphasized the word, "frock" while pointing to her friend's floral printed black dress. "Oh,

ON
thanks," the Filipino promptly replied a bit embarrassed for not understanding right away what
her friend meant by what she said.

E
The two teachers both know how to speak English, but their accent and vocabulary

US
can be different because they learned English in two varying cultures. Perhaps they share a
common grammar, but they would most likely differ in diction or choice of words, intonation,
T
and pronunciation. In their written communication, it is possible that there may be fewer
EN

differences such as the spelling of some words.

UD

LEARNING OUTCOMES

At the end of this lesson, the students shall have been able to:
ST

1. define the term variety and registers in the context of language usage;
U

2. explain Braj Kachru’s model of world Englishes;

CP

3. distinguish between the American and British spelling of some English words;
5. distinguish between selected American and British English vocabulary;
R

6. differentiate between formal and informal language registers; and,

FO

7. exhibit appreciation for Filipino English and other varieties of English.

MOTIVATION

Watch Mikey Bustos Pinoy Lessons on the YouTube channel

(https://www.youtube.com/watch?v=UqlFT8zT8V8). List down the expressions that
are introduced as Filipino English. After watching it, pair up and list other expressions
in English that you think are also uniquely Filipino.

33
INPUT

Language Variety

Each of the languages all over the world exhibits variation. For example, Hiligaynon,
the language of people living in Panay and Negros Occidental, can be spoken in varying
intonations depending on where people live. Moreover, it can also vary in vocabulary and
grammar depending on the context it is used. Any language for that matter exhibits variation
as its users engage in a host of communication activities every day.

In sociolinguistics, language variety or a lect refers to the distinctive form of a

LY
language. According to Tom McArthur (1992), it can have two broad types: (1) user-related
varieties and use-related varieties (as cited in Nordquist, 2017). The first type is associated with

ON
the specific people who use it and naturally with the places where they live. So English spoken
by people in Australia is often called Australian English and is an example of a user-related
variety. Most people are aware that when the word ‘Today’ is said as “To die,” the speaker

E
must be an Australian. The second type is associated with function such as literary English
US
(the language used in literary texts) or business English (the language used in business and
corporate communication) and many others.
T
EN

Varieties of English
UD

English is widely used in the world, and thus it has gained the reputation of being an
international language. Its spread may have been brought about by colonization, migration,
and globalization among others. As such English has evolved into a language with many
ST

varieties such as American English, Korean English, Filipino English, etc. In the 1990s, an
Indian linguist, Braj Kachru, developed a model to explain the spread of English and introduced
U

the idea of World Englishes. As shown in his concentric model, he categorized the speakers of
CP

English as those belonging to the Inner Circle, the Outer Circle, and the Expanding Circle.
English users in the Inner Circle are native speakers of the language: British, Americans,
Australians, etc. Those in the Outer Circle are mostly people whose countries were colonized
R

by the British or the Americans. These include Filipinos, Indians, Singaporeans to name a few.
FO

Finally, many of the speakers of English in the Expanding Circle belong to countries which
have not been subjugated by English-speaking colonizers but have found the language
valuable for social and economic mobility. Those who can afford English lessons invest on
learning the language abroad or via the Internet. The Japanese, Koreans, and Chinese are
examples of English speakers in the Expanding Circle. The Swedish, Danish, Finnish in Europe
are also part of the expanding circle.

34
 LY
ON
E
US
Kachru's (1992) concentric circle model representing the spread of World Englishes
T
EN

ACTIVITY 1. In groups of five members each, present to the class an English variety
UD

spoken by people of an Asian country belonging to the Outer Circle.

Include the following in your presentation:
ST

1. Location of the country with a few photos as visual support

U

2. Brief historical background on its colonization by an English-speaking nation

CP

3. A video clip of the English variety spoken by the natives of that country.
R
FO

Filipino English and American English

As a former colony of the United States of America, the Philippines belongs to the
outer circle of the World Englishes model. It has continued to place a high premium on English
as it occupies a privileged position of being one of the official languages of the country as
stated in the Philippine Constitution. Although the country’s language policies have prioritized
the strengthening of Filipino, the national language and the preservation of other Filipino
languages, English is still an important language which serves as an alternative lingua franca

35
among Filipinos who speak different regional languages; as a secondary language in the
educational system; and as a bridge language for doing business with foreigners.

English has been used in the Philippines for more than a hundred years, and it has
evolved into a variety which is uniquely Filipino. For instance, spoken Filipino English often
disregards the ‘schwa' sound in the word, ‘bicycle.' Thus you will hear it said either as ‘bysikel’
or ‘bysikool.' This can be explained as resulting from the absence of this particular sound in
Filipino native languages. However, surprisingly many Filipinos can speak English with an
American or even British accent. It is not only in pronunciation that makes Filipino English
distinct from other varieties. There are English expressions that have come down to this
generation with a distinctive twist. For instance, on the stairs, one sees the sign, “Watch your

LY
Steps.” which the British and Americans phrase as “Watch your Step.”

ON
Since the 1900s, the English taught to Filipinos has been the variety that the United
States of America has brought to the country. Thus, the grammar, spelling, and pronunciation

E
of English by those who successfully learn the language approximate the American English

US
(AE) variety. However, because of the interference of Filipino languages, many Filipinos could
not pronounce English approximating the AE native speaker. The lack of qualified English
teachers also resulted to poor proficiency in both written and spoken English. The advent of the
T
contact center industry in the Philippines at the turn of the century greatly increased the
EN

demand for English-proficient workers which when met could translate to economic growth.
Thus, the alarming deterioration of the English proficiency of Filipinos has moved the Philippine
UD

government, the business sector, and educational institutions to join forces to reverse the
condition to attract more companies to outsource customer care and other services through
ST

contact centers in the country.

Today contact centers in the Philippines do not only cater to American, but also to
U

British, Australian, and Canadian companies among others. Also, more Filipino nurses and
CP

other professionals now work in different countries and former colonies of the United Kingdom
of Great Britain. Thus it may be helpful for Filipino students to be familiar with both varieties of
R

English.
FO

Differences between American and British English

A popular anonymous quote says that America and Britain “are two nations divided by
a common language.” However, if you examine closely the two English varieties, there are
more similarities than differences.

The most noticeable difference between American and British English is vocabulary.
For example, an American lives in an apartment while a British lives in a flat. The American
baby wears a diaper while the British wears a nappy. Americans eat eggplant which the British

36
call aubergine. A list of these words is found in the Appendix. In addition to vocabulary, the
spelling of certain words can reveal whether it is American or British English. Americans
usually spell these words without a ‘u’ – color, labor, favor, savor unlike the British who spell
them as colour, labour, favour, savour. The British also prefers these spelling for ‘judgement’
and ‘acknowledgement’ which Americans spell as ‘judgment’ and ‘acknowledgment.’

Definitely, there is a difference in the way Americans and the British talk in English.
Some people say British English is harder to understand than American English. This may be
the case if one is more familiar with American English like most Filipinos. However, Europeans
who are more exposed to British English understand it more quickly than American English. To

LY
better appreciate the difference between the two English varieties, watch some videos on
YouTube that feature their distinguishing features.

ON
ACTIVITY 2. In pairs, present a vocabulary list for a particular situation which contrasts

E
British and American English. Be sure to put pictures to illustrate the

US
words and be ready to pronounce each using the variety it represents. For
example:
T
Transportation Vocabulary
EN

British English American English

UD

aeroplane airplane
ST

lorry truck

sailing boat sailboat

U
CP

saloon sedan

rowing boat rowboat

R
FO

Language Register

The way you talk or write in a language can often be influenced by the context or the
situation of the communication activity. When you write a note to a friend, you must have used
the complimentary close, “love,” but it will be an inappropriate choice for a letter written for the
purpose of getting a job. In verbal exchanges, you must have pronounced your words more
carefully and said them loudly when delivering a public speech than when you were simply

37
conversing with friends. The varying ways by which you use language to suit certain situations
reflect what is known in linguistics as language register.

Language register is the style or level by which one communicates in a given

context. Also known as tone or tenor, it is the kind of language for a specific situation. It uses
specialized words, phrases, and contractions that may be exclusive only to one particular social
setting and may sound strange or off if used in another.

Language register is determined by its use, not by its users. Formal language
register is used mostly in written communication. Business letters, research reports, and
professional emails call for the use of a formal register. Certain writing conventions are strictly

LY
followed. For example, formal language avoids the use of colloquialisms, contractions or first-
person pronouns such as ‘I' or ‘We.' Colloquialism means using familiar or ordinary words or

ON
phrases mostly in the context of a conversation. A contraction is a shortened combination of
two words which uses an apostrophe in the place of the letter or letters that are removed such

E
as isn't (is not), He'll (He will), or We've (We have).

US
On the other hand, informal language register is often the variety appropriate for
ordinary conversations, text messaging between friends and similar situations. It utilizes a
T
casual tone and usually abounds in contractions. In the case of bilinguals like most Filipinos, it
EN

can be characterized by code-mixing or code-switching. A Hiligaynon-English bilingual can

combine two languages in expressing an idea like in the question: "Where kamo ma eat?”
UD

Sometimes a person can switch from English to another language. “Where are you eating
lunch? Maupod ko tani sa imo.” The speaker expresses the first idea in English, but the second
ST

sentence is in Hiligaynon.

Formal and Informal Language in Written English

U
CP

Here are sentences that further show the differences between formal and informal
registers in writing. The contrastive presentations demonstrate the appropriate registers for
R

contractions, phrasal verbs, slang, colloquialism, and first-person pronouns particularly in the
FO

context of formal reports.

1. Contractions

Informal: The latest gadgets canʼt be introduced due to funding restrictions.

Formal: The latest gadgets cannot be introduced due to funding restrictions.

: Wedonʼtconsider the results

38 accurate.
2. Phrasal or Two-Word Verbs

Informal: The balloon was blown up for the experiment.

Formal: The balloon was inflated for the experiment.

3. Slang/Colloquialism

Informal: Teachers still count on students to use correct grammar in essays.

LY
Formal: Teachers expect students to use correct grammar in essays.

ON
4. First person pronouns

E
US
Informal: I considered various theoretical frameworks for the study.
T
Formal: Various theoretical frameworks were considered for the study.
EN
UD

Five Styles in Spoken Language

ST

A popular model for the levels of spoken English was introduced by Martin Joos in the
1960s. These are frozen, formal, consultative, casual, and intimate.
U
CP

Frozen. This style is used when printed unchanging language like Biblical quotations or
any text using literary language are delivered in situations like weddings, funerals or formal
public ceremonies. It is also called static register and often uses old language. Archaic words
R

or expressions are those not used for everyday conversation but sometimes become part of
FO

present-day communication to lend to it an old-fashioned flavor. Some examples are the words
thy (your) and art (are) as when Christians recite the line “Our Father who art in heaven,
Hallowed be thy Name.” from The Lord’s Prayer.

Formal: This register can be described as a one-way, uninterrupted presentation which

uses technical vocabulary, complex and divergent grammatical structure, and careful and
standard speech. It is common for plenary speakers of conferences to use this tone.

Consultative: The most operational among the five styles, it has two-way participation as
exemplified by a regular conversation between a teacher and a student or any two persons

39
working in the same company. It is also the style used in small group discussion. It is
spontaneous, so people tend to repeat some unnecessary words such as "uh huh," "I see,"
etc., or choose the wrong word or even use slang or jargon. Slang is an informal, non-standard
vocabulary (i.e., bestie for best friend) while jargon is a specialized or technical vocabulary of a
group or a special activity. The sentences used tend to be shorter and usually delivered in
average speed.

Casual: This style is often used in conversations with friends and family in a social setting
like a picnic or a sports event. Sentences are usually shortened, and ellipsis and slang are
common. Ellipsis is a sudden leap from one topic to another.

LY
Intimate: This tone is used by close members of a family or friends. Intonation can be
more important than wording or grammar. It can use private vocabulary and many non-verbal

ON
messages.

ACTIVITY 3. Here is an activity to illustrate the five levels of spoken language.

E
Complete the table by providing the possible non-verbal language that

US
can accompany the words and also the setting or situation in which it
could have been used.
T
EN

Style Sample verbal Non-verbal language Context

message
UD

Frozen I beseech you, Spoken with a loud, Worship service in

therefore, brethren pleading voice a church
ST

Formal I challenge all of you

U
CP
R

Consultative Can I ask you to do

FO

this?

Casual Hey, got a minute?

Intimate Pretty please

40
 ACTIVITY 4. In small groups of seven members each, demonstrate the five styles of
spoken language, namely frozen, formal, consultative, casual, and intimate.

Choosing the Appropriate Language Variety and Language Style

Living in a multicultural setting poses many challenges in communication. One may

have to learn a second or a third language to avail of opportunities for educational and
economic advancement. In acquiring the second or third language, one must work really hard

LY
to reach the required proficiency level for a particular job or educational pursuit. However, one
must not discount the value of one’s native or first language because it remains a vital tool for
expressing ideas and emotions.

ON
Given this scenario, people who desire to be effective communicators must choose

E
the best language variety and register to express their ideas in. They can do this by a careful

US
analysis of the place and the time of the communication event; the people involved; its end or
purpose; the sequence or organization of the speech acts; the tone appropriate for the event;
the language, whether written or spoken; the rules or norms to be met; and the kind of
T
communication activity.
EN

Selecting the most appropriate language variety and register may not necessarily
UD

result to complete success, but it can be the first step to its realization.
ST

COMPREHENSION QUESTIONS

1. What is language variety? Differentiate between user-related and use-related varieties.

U

2. How did Braj Kachru show the spread of English?

CP

3. Why is Filipino English similar to American English especially in terms of grammar and
spelling?
R

4. How does British English differ from American English?

FO

5. Why is it important to be familiar with other varieties of English?

6. What is language register? Distinguish formal from informal register?
7. Describe the five styles of spoken English using the framework of Martin Joos.
8. What factors should be considered when deciding on which style or register to use?

41
 Chapter 5

TEXT AND CONTEXT ANALYSIS FOR PURPOSIVE COMMUNICATION

As global society evolves, the division of world citizens is slowly diminishing. What
used to be segmented by language, ethnicity, creed, or culture, the global society has
connected individuals through communication, knowledge, information, and network.

LY
Globalization aims to make it possible for everyone to have a collaborative culture where
individuals, despite differences in genetics, education, cultures, traditions, aspirations coexist,

ON
work, and learn together. Sharing and networking are bywords of global people who intend to
outgrow the tendency to subscribe to a social construct that defines “to each their own”
mentality. Today, people in many different countries share common cultural experiences and

E
information vital to the understanding of various events around the world. The global society
paved the way toward intercultural communication.
US
As discussed in Chapter 3, Intercultural communication poses many challenges. While
T
there may be shared knowledge and means of communication are available, it cannot be
EN

denied that there are complexities in arriving at correct inferences and interpretation of
meanings.
UD

LEARNING OUTCOMES
ST

At the end of the lesson, the students will have been ble to:
U

1. detemine the influence of language in meaningful communication

CP

2. recognize cultural barriers in communication;

3. identify the challenges of intercultural communication;
R

4. use different approaches to the study of intercultural communication;and,

FO

5. analyze text and context of multimodal messages.

MOTIVATION
You will be grouped according to native language or mother tongue. Each
group will translate into their dialect the list of English words given to them (e.g. dog,
eat, voice, rain or lunch) and write their answers on the board. After every group is
done, ask the students to identify similarities or differences in their translation. Lastly,
ask the students to make inferences regarding their answers and previous experience
regarding varieties in language and culture.

45
INPUT

Language and Culture Factors in Communication

Purposively, human communication requires an acceptable code to be understood.

Since the English Language is the accepted global lingua franca, it is well noted that, officially,
it becomes the language for transacting business. As a system, language has rules in
production of sounds, formation of words, construction of sentences , and expression of
meanings. These rules are learned and used appropriately for communication purposes.

Language code helps people understand each other when they belong to the same
speech community as they share a set of rules in the language system and process. They

LY
speak their mother tongue or first language.They acquire this language in their community. As
they recognize the need to deal with others outside their commuity, they discover the use of

ON
other languages for certain reasons . They learn their second language either formally when
they go to school or informally on their own effort. Hence, language acquisition and learning are
significant processes in human communication activities.

E
US
When individuals visit another community barely visited by others from other
communities, despite the use of a common language, differences get in the way in expressing
the same concept, pronunciation, articulation, or even spelling of the same words. But with
T
people’s strong desire to communicate, contact and interaction with others bring about
EN

language learning to the core. This makes communication possible because the effort of
adapting allows individuals to maximize the use of language to productively and effectively
communicate with others in a global society. It is also important to understand that to be able to
UD

communicate effectively, speakers or writers need more than language rules. Aside from
knowledge of the language, its rules on grammar, vocabulary used, construction of sentence,
ST

meanings of utterances are also interpreted in the context in which they are made.

The global world requires effective communication across cultures. Even

U

professionals struggle to understand the speech or interpret the behavior of speakers of other
CP

languages and those coming from other cultures. Different cultures have various ways of
assigning meanings to words. Language is a reflection of this culture. Behaviors also bring
about miscommunication. Cultural differences are sometimes expressed in body language.
R

Eye contact, gestures, and facial expressions are examples of non-verbal communication
FO

which may have different interpretation and meaning in different cultures.Pesonality

stereotyping give assumptions of characteristics of individuals from a particular cultural or
social group. Some assumptions about personal characteristics are negative and hostile which
become a barrier in cross-cutural communication. These are some cultural barriers that will
make communication difficult when not properly understood.

The Complexity of Intercultural Communication

Individual differences brought about by race, gender, age, faith, language, and culture
make communication very complicated. Despite shared knowledge and world-wide
transmission of information, having a common interpretation of message may seem

46
impossible.There is always a breakdown in communication when meanings are misinterpreted
and misunderstood. It is a challenge to speakers and writers to cut across a message that is
well understood by listeners and readers who use different languages. Some reasons for
miscommunication may be attributed to the following:

 Verbal uttererances can cause misunderstanding among people in a multi-cultural

setting. Terms which are not appropriately used may give ambiguous references that
could be interpreted in different ways. People coming from different region who speak
fast have the tendency to mispronunce words. Articulation may produce different
sounds of words that lead to misunderstanding of terms used when given wrong
meaning.

LY
 Non-verbal cues also contribute to misunderstanding. Misinterpretations of gestures
and body movements may lead to giving wrong meaning of the message.It is

ON
necessary that speakers and writers become aware of the racial identities and
differences in non-vebal codes of the individuals they are communicating with.

E
 Cultural diversity is another source of miscommunication. People have different

US
languages, lifestyles, ways of thinking, speaking, and behaving. These differences are
expressed in the manner they communicate with others. Understanding the culture of
other people will help lessen miscommunication.
T
EN

In the following pictures, you will find some reasons why people of different culture or
background fail to understand one another:
UD
ST
U
CP
R
FO

47
 LY
ON
E
US
T
EN
UD
ST
U

However, in today’s complex and pluralistic society, communicating and decoding

CP

meaning becomes more complicated as it is colored by many factors. Communication is now a

challenge which is addressed by the use of multimodal means.
R
FO

48
 The principle of education advocated by Confucius in the above graphic is the
underlying need of using multimodal communication. Multimodal communication
includes texts which, according to Roxanne Doerr (n.d.), are texts which “communicate
their message using more than one channel of communication.” This means
communication is not the simple verbal or textual message of the bygone years. A
successful communication should involve the elements of a WOVEN (Written, Oral, Visual,
Electronic and Nonverbal) process, which according to Kathryn Hue Harrison, is “in short,
all forms of communication.” She wrote that “when we communicate with someone, be it
through a formal presentation, a job interview, or via email, our audience derives meaning
from more than just our words.... (they) communicate with their classmates, their peers

LY
notice not only their words, but their body language, facial expressions, vocal tone,
physical proximity to the people they’re speaking with–all of these elements impact their

ON
relationships with their peers.... in a job interview, for instance, facial expressions, pacing
of speech, and vocal inflection will be integral to keeping their listener’s active attention;
the content of the words they speak only matter if other forms of communication work

E
effectively with their words.”

US
Examples of these multimodal texts are magazine articles, advertisements, oral
presentations, blogs or video conferences with pictures, audio clips or with moving images.
T
These multimodal modes of communication are, for the most part, more interesting and
EN

are patronized by young people exposed to a multimedia environment. This makes pure
lectures in classrooms as boring as eating oatmeal every day for a year, and might make
UD

teachers in classroom lectures in the future, a thing of the past.

ST
U
CP
R
FO

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 LY
ON
E
US
T
EN
UD
ST
U
CP
R
FO

The phenomenon of multimodal communication has greatly challenged educators,

businessmen and advertisers to sell their products or services and practically everyone
who wants to be understood well. Educators need make their lectures more interesting by
using technology as part of their teaching/learning tools. Businessmen have to make
convincing sales pitches with presentations that will close deals. Advertisers, too, must
market products and services that appeal to their target customers. Even ordinary people
need to understand the intended meaning of a certain message. Without that shared
meaning between the speaker and listeners, communication blunders often happen.

50
 Communication blunders happen when multimodal texts take on new meanings or
connotations and are interpreted differently. These are, oftentimes, caused by differences
in culture, race, language, background and other reasons. Products have been pulled out
of shelves and advertisements have failed due to misinterpretations of their
advertisements. Others have offended a certain group of people just because of a wrong
word or phrase, causing rifts and tensions. From text messages, emails, advertisements
with subliminal content, today’s society is constantly flooded with them. Behind those
messages are content which might be misconstrued due to racial or cultural diversity.
These differences can twist or change the meaning of the intended message.

Keeping in mind how the process works, consider the following suggestions in

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organizing and analyzing multi-modal communication to avoid future communication
blunders:

ON
1. Plan the message carefully .This is done by the source. Note the following questions
that will help the sender figure out the efficiency and effectiveness of the

E
communication.


US
Why are you communicating? Determine your purpose, objectives.
T
 With whom are you communicating? Know your audience.
EN

 What do you want to say to answer what the audience need to know?
Outline your content or message.
UD

 How are you sending your message? Identify the ways and means to
connect with your audience.
ST

2. Create a clear and well-crafted message by encoding a precise message that

considers not only the complete content, but also the perspective of the receiver, how
U

the message will be perceived and received.

CP

 Analyze what you want and need to say.

 Anticipate the receiver’s reaction to the message.
R


FO

Choose carefully the words, the appropriateness of the language, and the
tone of the communication. For oral communication, body language is also
considered. In written communication, reviewing your mechanics of style,
avoiding the use of jargon/slang, familiarizing with company’s writing
policies are a must. Graphics, pictures, charts, etc. may be necessary for
clarity of message. Understanding socio-cultural context is a great help for
effective cross-cultural communication.

51
3. Choose the right channel that gives way to a more efficient way of communicating as
this considers the following:
 Some subject matter has sensitivity and emotional content.
 Minute details are easily communicated.
 The receiver may have specific preference.
 Eliminating time constraints as factor in miscommunication
 There may a need for asking and answering questions.

4. Receive and interpret the message by decoding clearly the content of the
communication. In oral communication, active listening is a factor to avoid breakdown

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in communication. Emphatic listening also helps in decoding a message accurately as
this will make the receiver understand the emotions and feeling that the speaker is

ON
expressing. Some useful tips are:

 Body language when properly understood can be very useful in deciphering

E
the message.


Distractions should be avoided.
US
Acknowledge a well-understood point by nodding or smiling.
T
 Process what the speaker is saying.
EN

 Let the listener speak to clarify topic of communication.

 Avoid interrupting the speaker at any point of communication.
UD

5. Identify the noise, also known as interference, which can be either internal or external.
ST

This is an element that inhibits the message to be conveyed effectively. Some

questions may be helpful to determine that messages are sent properly:
U

 Is the message accurately conveyed?

CP

 Is it received by the concerned or proper authority?

 Does the receiver respond as expected?
R

 Is the response appropriate to the message?

FO

6. Determine the context that refers to the environment surrounding the message. It
includes things, places, time, event and attitude of the sender and receiver. Analyzing
this context, a communicator may consider the following:

 Do a simple environmental scanning (where the communication came from,

when it was sent, who sent it).
 Check personal/network contacts.
 Determine certain cultural factors surrounding it.

52
 7. Recognize the feedback that helps determine if the message is well understood. Body
language is an important source of clues to the effectiveness of oral communication.
Being aware of the body language of the receiver/listener gives the speaker an
opportunity to adjust the message level of understanding of the receiver for better
communication. Observing the facial expressions, gestures, and posture of the
receiver of the communication, the communicator can see the following:

 level of confidence
 defensiveness
 agreement

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 comprehension
 lack of interest

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 lack of engagement with the message
 truthfulness

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In addition to the understanding of factors affecting global communication, knowledge

US
of communication process and enhancement of communication skills will ensure successful
exchange of messages. Learning the language, understanding culture, and the ability to
T
process the messages will help communicators make sense of the ideas, feelings, and
EN

thoughts conveyed from one individual to another. Also, regardless of modes of communication
such as face- to-face interaction, video-audio conference, and text –based
UD

communication, human communication is interpersonal, purposive and in this global society, it

is intercultural. Human communication is a process.
ST

Considering how the different elements of communication such as source or

sender/encoder, medium, channel, receiver, feedback, context, and noise inter-relate with
U

each other, a well-processed communication leads to effective interpretation of meanings of

CP

different messages. Already discussed in the previous Unit, the communication process gives a
procedural way of understanding the text and the meaning it conveys.
R
FO

ACTIVITY 1. Watch the video “Connected But Alone” in TED TALKS at//https://ted.
com/talks/sherry_turkle_alone_together. Find a partner and discuss your
reaction to globalization and how people communicate and vice-versa.

Since communication skills affect intepretation of meanings, it is wise to know how

good your communication skills are. Answer the communication self-assessment below.

53
 HOW GOOD ARE YOUR COMMUNICATION SKILLS?

ACTIVITY 2.
Instructions: Tick the column that best describes you. Please answer questions as you
actually are (rather than how you think you should be), and do not worry if some
questions seem to score in the 'wrong direction. For the interpretation of your
score, go to https://www.mindtools.com.newcs-99.

Questions Not at all Rarely Sometimes Often Very Often

1. I try to anticipate and predict
possible causes of confusion, and I

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deal with them up front.
2. When I write a memo, email, or other

ON
document, I give all of the
background information and detail I
can to make sure that my message

E
is understood.
3. If I don't understand something, I
tend to keep this to myself and figure
it out later.
4. I'm surprised to find that people
US
T
haven't understood what I've said.
EN

5. I can tend to say what I think, without

worrying about how the other person
perceives it. I assume that we'll be
UD

able to work it out later.

6. When people talk to me, I try to see
their perspectives.
ST

7. I use email to communicate complex

issues with people. It's quick and
efficient.
U

8. When I finish writing a report, memo,

CP

or email, I scan it quickly for typos

and so forth, and then send it off
right away.
R

9. When talking to people, I pay

FO

attention to their body language.

10. I use diagrams and charts to help
express my ideas.
11. Before I communicate, I think about
what the person needs to know, and
how best to convey it.
12. When someone's talking to me, I
think about what I'm going to say
next to make sure I get my point
across correctly.
13. Before I send a message, I think
about the best way to communicate it
(in person, over the phone, in a
54
 newsletter, via memo, and so on).
14.I try to help people understand the
underlying concepts behind the point
I am discussing. This reduces
misconceptions and increases
understanding.
15.I consider cultural barriers when
planning my communications.

(Source: https://www.mindtools.com.newcs-99)

Approaches to Intercultural Communication

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Since most of the global communication is influenced by language and cultural factors

ON
, the study of intercultural of communication will be a great help in understanding the exchange
of messages across cultures. The following approaches are taken from the study of Martin and
Nakayama (2010).

E
US
1. Functionalist approach is useful in considering the role of behavior in
communication. This approach is based on social sciences discipline, particularly
psychology. The relationship between culture and communication can be
T
predicted through observation. In this approach analysis of context is not
EN

considered but significant in identifying cultural variations and recognizing cultural

differences in communication.
UD

2. Interpretative approach is founded on sociolinguistics which aims to describe

behavior.The study assumes that human behavior is voluntary and creative. It
ST

presupposes that culture is created and maintained through communication.This

approach emphasizes the study in context of cultural differences in
communication.
U

3. Critical approach has interdisciplinary foundation.It focuses on the change of

CP

behavior based on the assumption of reality which is subjective and material. It

considers the changeable nature of human behavior. It uses textual analysis of
communication media.this approach is helpful in understanding culture as a
R

means of power struggle. It recognizes economic,social,and political forces

FO

affecting culture and communication with the assertion that all intercultural
interactions are characterized by power.

Analyzing Intercultural Communication

Text Analysis
The importance of understanding the different approaches to the study of the
intercultural communication is underscored by the need to be aware or conscious of the
cultures of people . Besides, knowing the cultural identities and background of other people,
the ability to analyze how they think and what they say will help build bridges and foster
55
goodwill. The messages found in the text of correspondence or impotant documents should be
carefully evaluated to be able to respond effectively.

Texts refers to books, essays, discussions,newspapers articls, historical documents,

speeches, advertisements, correspondence, conventions or conference readings, literary
selections, or any other events of communicative language. An evaluative study of this
comunicative occurence is called content analysis. To do this, text is coded and broken down
into categories on a variety of levels such as words, phrases, sentences,or themes. Content
analysis may either be conceptual or relational.The text is examined focusing on its content to
explore the linguistic, social, cultural, affective and historical significance of the message. The
following are other possible uses of content analysis:

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 determining international differences in communication content
 recognizing the presence of propaganda

ON
 identifying intentions with focus on communication trends of an individual, group,
or institution
 describing attitudinal and behaviotal responses to communication

E
 determining psychological or emotional state of persons or groups

Context Analysis US
T
Since content analysis is a direct study of communication through text or transcripts, it
EN

focuses on the aspect of social interaction as it provides insight into complex modes of human
thoughts and language use. However,its limitation is on its disregard of the context that
UD

produced the text as well as the state of things after the text is produced.

The environment, which includes when the text is produced, where it originated, and
ST

how or why the communication existed, is an important aspect in the analysis of the message.
The analysis of the background or surrounding circumstances of the text is known as
U

contextual analysis. Gathering information about the text helps understand the influence of
socio-cultural or even historical factors in communication. Intercultural communication, which
CP

sometimes is either text explicit or implicit requires assessment of the context to understand
better the text and give appropriate interpretation of the meaning of the message.
R

The following questions will be helpful in the evaluation of the text reflecting different
FO

cultures:

1. What is the source of the message?

2. Who is the sender?
3. What is the message?
4. What is the purpose of the message?
5. How is the message conveyed by the text and/or image?
6. Who is the target recipient/reader of the message?
7. What are the other means of the presentation of the message?

56
 ACTIVITY 3. Consider the questions in the preceding page and discuss the effectiveness
of these advertisements/messages. What issue(s) on miscommunication
problems can be identified in the messages?

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ON
E
US
T
From a Dove advertisement From an advertisement about going vegetarian
EN
UD

From a daughter’s text message to her father:

ST
U
CP
R
FO

57
 James’ email message to his friend, John:

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ON
E
US
T
Source: https://www.google.com.ph/search?q=funny+email+messages
EN

In literary analysis, as C.S. Lewis puts it, “literature adds to reality, it does not simply
UD

describe. It enriches the necessary competencies that daily life requires and provides; in this
respect, it irrigates the deserts that our lives have already become.” Analyzing literary text
ST

includes the study of structure and style of selection. It is concerned with the examination of
grammar, lexis, semantics, phonological properties and discursive devices which is also known
as the stylistic properties of literary arts. Stylistics in literature examines oral and written text in
U

order to determine crucial characteristic of linguistic properties, structures, and patterns

CP

influencing perception or interpretation of the texts. The analysis of literary texts serves the
following functions:
R

Interpersonal function is all about the relationship that the text is establishing with its
FO

recipients, the use of either personal or impersonal tone, speech acts, and the mood of the
statement are analyzed.

Ideational function is concerned with the means of representing the reality by the
text, the way the characters are represented together with the arrangement or organization of
the information and meaning the text is conveying.
Textual function is the reference of the sentences which makes the text cohesive
and coherent. It serves the purpose of studying the discursive devises such an ellipsis,
repetition, anaphora. Likewise, it focuses on the effectiveness of the stylistic properties of the

58
texts to determine their suitability to the perceived meaning and contribution to overall
interpretation.
Understanding literary selections involves critical thinking, and it is significant to
examine how a text works, why, and what message is conveyed, then communicating that
clearly makes up the whole of texual analysis. The following can serve as a guide to text
analysis of literary arts:

Analyze the rhetorical context. This studies the external factors or circumstances
surrounding the writing situation which includes the purpose, audience, and focus.

1. Identify the writer/ persona in the text.

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2. Give the role or position of the writer/persona.
3. Identify intended reader/audience.

ON
4. Clarify exigency of purpose of writing.

E
Examine the textual features .This includes the distinctive formal aspects of
utterance, text, or art work in any medium.
US
1. Clarify concern or issue addressed in the text.
T
EN

2. Give the position taken by the writer.

3. Assess language used in the text.
UD

4. Identify text specific features supporting the issue or the writer’s stand.
5. Evaluate suggestive level of meanings found in the text.
ST

Place the text in a new context.This helps identify how the text relate to other texts
U

and how might another writer or even you use the text.This includes the contextuality and
CP

intertextuality of literary readings.

1. Identify the influences of external factors on the text

R

(socio-political and cultural context).

FO

2. Assess the relationship of the text with other text across culture.

3. Check the universality of the meaning of the text.

Interpreting the meaning and communicating this orally or in writing is what the reader
does in response to the text. It is important to note that a text can be meaningful to a reader
who cannot express this meaning in words. Literary interpretation includes decoding meanings
hidden in the writing of the author or even beyond the text itself. ”What the text really means”
may express levels of understanding of what imaginative writing is and how literature works. In
your literary reading, you read in the context of your own world. What you encounter is not just

59
the world of the author; you encounter the world of the text, and you relate it to the world where
you alone do not exist. The meaning which the text has for the reader emerges from the
interaction of the reader’s world with the world of the text and the outside world where the text
has not existed but has significant meaning. It is not unusual to find meaning that does not
reside in the text or in the author’s intentions. More often than not, the meaning happens as
the text is read and reflected upon.

Literary texts distinguish themselves from other texts by the subtleties and intricacies
of their multi-level meanings and by the common fact that the actual meaning of the text is
almost always hidden and implicit in the fabric of the work’s devices. Meaning in literature is;
therefore, something that needs to be determined not merely on the basis of a face value

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understanding of the words in it but through complete evaluation of the signifying complexity of
the rhetoric, figures of speech, images, symbols, allusions, connotations, suggestions and

ON
implication of the entire text. The reading of literature is in the perspective of building
connections among nations and culture.

E
US
T
EN
UD
ST
U
CP
R
FO

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ACTIVITY 4

Instuction: The following are communication samples which include notices, advisory, letter
agreeement downloaded from the web site of the different government
agencies, a literary selection taken from a web blog, a travelogue and a link to a
video conference. Analyze the content and context of the following text using
the guide questions given above.

LY
ON
The Commission on Higher Education (CHED) is now accepting applications for scholarships
under the State Scholarship Program (Full Scholarship and Partial Scholarship) and Private

E
Education Student Financial Assistance (PESFA) for the coming academic year (AY) 2017-
2018.
US
Scholarship is a modality of financial support given to qualified students based on merit or
T
talent. It is different from Grants-in-Aid and Student Loan which are also offered by CHED as
EN

part of its regular Student Financial Assistance Programs (StuFAPs).

UD

Under the Scholarship Program, applicants may be qualified as a full scholar, partial scholar,
or PESFA scholar. To be accepted under the program, the applicant should either be a 1)
high school graduate; 2) candidate for graduation; 3) earned units in college; or 4) passer of
ST

Alternative Learning System or Philippine Educational Placement Test.

Full scholars will receive financial assistance worth PhP30, 000 while partial scholars are set
U

to receive PhP15,000 per academic year. On the other hand, PESFA scholars will receive
CP

PhP15, 000.

Since the program is merit-based, CHED will consider the academic performance of the
R

applicant. Aside from this, he or she will have to submit the annual gross income of his or her
FO

parents/guardians.

CHED will accept the applications of incoming freshmen and applicants with earned units in
colleges through its Regional Offices. All applications must be submitted to CHED. The
deadline of submission of requirements is on April 28, 2017.

Last year, a total of 2,368 students qualified under SSP and PESFA. 988 students qualified as
full scholars, 690 were accepted as partial scholars while another 690 became PESFA
scholars.
(Source: http://ched.gov.ph/applications-ched-scholarship-program-ay-2017-2018-open/)

61
 Emergency Message for U.S. Citizens: Davao Bombing (September 3, 2016)
Emergency Message for U.S. Citizens: Davao Bombing (September 3, 2016)
THE EMBASSY OF THE UNITED STATES IS TRANSMITTING THE FOLLOWING
INFORMATION AS A PUBLIC SERVICE TO U.S. CITIZENS IN THE PHILIPPINES.
PLEASE DISSEMINATE THIS MESSAGE TO ALL U.S. CITIZENS IN YOUR
ORGANIZATION OR NEIGHBORHOOD. THANK YOU.

An explosive device was detonated in a crowded market in Davao, Philippines on the

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evening of September 2, 2016. Media reports suggest at least 14 are dead and 60 injured.
An investigation into the explosion is ongoing. A State of Lawlessness has been declared by

ON
the Philippine government and elements of the Philippine National Police (PNP) and Armed
Forces of the Philippines (AFP) have been placed on high alert. The Embassy continues to
monitor these events as they develop.

E
US
The Embassy has temporarily suspended all official travel to Mindanao. While we have no
information that indicates there is a direct threat to U.S. citizens or interests in the
Philippines, the Embassy encourages all U.S. citizens to remain vigilant and employ sound
T
personal security measures as you go about your day. The Embassy will continue to monitor
EN

the current state of affairs in the Philippines and will release additional messages as needed.

The Embassy wishes to remind U.S. citizens of the most recent Department of State
UD

Worldwide Caution, dated March 3, 2016, which indicates there is an ongoing threat of
terrorist actions and violence against United States citizens and interests abroad, including
ST

the Philippines. You may also wish to review the information in the most recent Philippines
Travel Warning. Extremists have targeted sporting events, theaters, markets, mass
transportation systems – including airlines, and other public venues where large crowds
U

gather. Crowded nightclubs, shopping malls, buses and popular restaurants have also been
CP

targets. The Embassy reminds U.S. citizens of the importance of taking preventative
measures to ensure their safety and security while traveling and residing in the Philippines.
R

The Embassy also notes that the Philippine National Police (PNP) has been circulating letters
FO

in some communities, to include residential villages, outlining plans to search homes as part
of the Philippine government’s ongoing anti-drug campaign. Local PNP leadership has
informed the Embassy that the village sweeps are intended for the sole purpose of
distributing information pamphlets so that residents know who to contact to report crimes or
suspicious behavior. After these materials are distributed, barangay and PNP officials will
conduct “knock and plead” operations only at those homes suspected of involvement in
illegal drug operations.

(Source: https://ph.usembassy.gov/emergency-message-u-s-citizens-davao-bombing-september-3-2016/)

62
 LY
ON
E
US
T
EN
UD
ST
U
CP
R
FO

(Source: http://www.dpwh.gov.ph/dpwh/sites/default/files/issuances/DO_124_s2017_1.pdf)

63
 TITLE [Employment Opportunity] Embassy of the Republic of Korea

DATE 2018-03-13

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Vacant Position: Consular Officer (Police Attaché Assistant)

ON
Work Hours: Full-time (8:30 a.m. to 5:00 p.m.), Monday to Friday

Salary: Php 22,000.00 per month

E
Benefits:
medical benefits. US
Paid annual vacation and sick leaves, paid holidays, 13th month pay, and
T
Basic Qualifications:
EN

1. Male or Female, not more than 35 years old;

2. University degree in Legal Management, Political Science, International Studies or
other related field. Completion of at least two (2) years of Bachelor of Laws is an
UD

advantage;
3. At least three (3) years experience in research and drafting of legal documents,
ST

speeches, and formal letters, among others;

4. Experience in dealing with government agencies both in person and via telephone;
5. Proficient in oral and written English and Filipino;
U

6. Ability to use Microsoft Office programs;

CP

7. Working knowledge of police procedures and immigration matters.

To Apply:
R
FO

Please send your resumé with photo and a cover letter and no later than March 18,
2018 to the Administrative Section, with office address at 122 Upper McKinley Road,
McKinley Town Center, Fort Bonifacio, Taguig City or via email at adminph@mofa.or.kr

The successful candidate must be willing to start on April 2, 2018 under a three-
month probation period.
Note: Incomplete applications will not be processed. Only shortlisted applicants will be
notified.
Source:http://overseas.mofa.go.kr/phen/brd/m_3272/view.do?seq=760586&srchFr

64
 Empowerment
Sharon Luna

Empowerment means beyond feelings

Beyond circumstances
Beyond what the world says you must be

Empowerment means reaching dep inside your spirit

Beyond he surface
Beyond heart-ache, regret, and retrea

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It is what takes you beyond the place of yesterday
And toward the place of tomorrow

ON
It is what comes from true love
Deep within the heart

E
From places of true gratitude and true strength

US
Given as gifts from above

Empowerment
T
This is what empowerment is
EN

For ourselves and for others

Paying it forward
UD

For to give is to live

This is true empowerment
ST

(Source:walkerreport.blogsot.com)
U
CP

One Fine Day in Iloilo City, Philippines

R

I have to admit that what we really wanted to visit was Guimaras and not
FO

Iloilo. But since the airport is in Iloilo, we decided to spend some time there. And
we’re glad we did because Iloilo had a few surprises of its own.

The day before our flight to Cebu, we checked in at Fine Rock Hotel. Since
we just arrived from Guimaras, we were so poor tired and hungry we figured it
would be best to have lunch first before we start exploring the city. Fine Rock Hotel
is within a few blocks of Robinson’s Iloilo so it was an easy choice for us. We picked
a random restaurant and ate. Nothing remarkable, really. We were just so hungry
we ate the first dish our eyes laid on.

65
 LY
ON
THE ILONGGO CHARM

E
US
The Poor Traveler said it before: Ilonggos are really, really charming. On our
way to Guimaras, Ilonggos have already shown us immense kindness, showing us
where to go, guiding us along the way. Maybe not all Ilonggos are like that but we can
T
definitely say that for all Ilonggos we have met.
EN

THE CAB DRIVER-SLASH-TOUR GUIDE

UD

Another testament to it is our visit to Jaro. We took a cab to Jaro. The Poor
Traveler and his poor friend got worried when we noticed that the driver was driving
so slowly. He even got much slower when we reached Jaro. We got a bit scared until
ST

the driver spoke and started to introduce to us the many old buildings in the city.
“Etong bahay na ‘to Lopez ang may-ari nyan. Matagal na yan nakatayo. Itinayo yan
nung 19 something-something.” We then asked him so many questions about the
city. “Ah, sikat po pala ang mga Lopez dito. E di kapamilya kayo?” The driver said
U

that ABS-CBN is the number 1 station in the province. “Naku, kulang na lang pala eh
CP

ipangalan sa kanila ang highway. Haha,” added the Poor Traveler.

The driver responded, “Etong kalye na ‘to, E. Lopez Street.” We laughed so

R

hard. Anyway, after the taxi ride, we gave the driver a generous tip for suddenly
FO

turning into a tour guide. He dropped us off at the Jaro Cathedral.

AROUND JARO
The whole time I was in Jaro, I thought it was a separate city. When I e-
researched after the trip, I found out it was just a district of Iloilo City. It used to be a
separate city, but it was later absorbed by Iloilo City.

Anyway, Jaro was somewhat busy and peaceful at the same time. It’s quite
difficult to describe Jaro. When I looked at some parts of it, I was taken to the past but
moving my eyes just a bit would take me back to the present. But it sure was relaxing.
For some weird reason, I was reminded of my childhood. I dunno why.

66
 LY
ON
E
US
T
EN

The Poor Traveler isn’t really religious but the Jaro Cathedral was beautiful. We found it
UD

weird that its belfry is several meters away, though. We entered the church and saw that it
was undergoing maintenance or something. We then headed on foot to the plaza. It was just
across the street. The plaza was named after Graciano Lopez Jaena, and I was like, “Taga-
ST

dito rin pala sya?”

U
CP
R
FO

After mingling with the kids playing there, we decided to visit Biscocho House where we
bought P1700-worth of pasalubong — butterscotch, piyaya, meringue, and more. That’s about
it. Since we were both tired from the Guimaras trip that morning, we proceeded to SM City
Iloilo, had lunch, headed back to our hotel room and called it a night. We wanted to sleep
early because the next morning, we would be flying to Cebu for the third day of our Visayas
Tour.
67

–
–
–
 Chapter 6

COMMUNICATION AIDS AND STRATEGIES USING TOOLS OF TECHNOLOGY

The first thing in mind to a successful presentation is good speaking skills and visual
aids to assist you. This can be refined through creating effective presentations with much
practice and experience. The purpose of this section is to provide you basic information on

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tools to assist you in creating effective presentations with much emphasis on visual aids which
are essential in successful presentations.

ON
E
US
T
EN
UD
ST
U

LEARNING OUTCOMES
CP

At the end of the course, the students shall be able to:

R

1. convey ideas through oral, audio-visual and/or web-based presentations for

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different target audiences in a local and global setting;

2. prepare audio-visual aids with a group; and,
3. promote Filipino cultural values using communication aids or audio-visual
tools.

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 MOTIVATION

A proverb says that we usually forget what we hear, but we always remember
what we see. This tells us that we are generally visual. How will you let an audience
remember a topic about awareness on environmental destruction and preservation? Or
how will you best present a topic on ethnical customs that will need colorful imagery or
food culture that will rouse visual gastronomic sensation?

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INPUT

Selecting Audio and Visual Aids

ON
Communication tools are important as you deliver your speech through a visual and/or

E
audio presentation. Choosing appropriate tools to deliver a message to the audience is
essential such as the following:


US
Visual aids - these include handouts, PowerPoint, overhead transparencies, slides,
T
flip-charts, blackboards, whiteboards, and other forms of print media.
 Audio aids – these include digital audio (MP3/4) players, compact discs, and radio
EN

broadcast.
 Audiovisual aids – these include computer multimedia, videotapes, and films.
UD

Major Steps
ST

Planning. Do a quick rehearsal in the room to use, prior to the actual presentation to
U

ensure everything will run smoothly. Include the audio and visual aids during rehearsal, and
CP

make sure that each audio/visual-aid aid is appropriate for the size of the room and can be
seen by all participants.
R

Presenting. Use a variety of audio and visual aids appropriate for the audience
FO

during the presentation. A mix of aids during your presentation helps maintain participants’
interest. See to it that you do not overuse audio aids because the lack of visual stimuli can be
boring.

Delivering. Ensure that the use of the audio and visual aids does not interrupt the
flow of the presentation. To prevent boredom, plan group activities, ask questions and work in a
break, if appropriate. Use humor as it can not only put the audience at ease, but it can make
you more relaxed as well.

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Major Details

Time and Budget. Selection of audio and visual aids should fit within the time and
budget frame. If time and budget are insufficient, don’t use poorly prepared audio or visual aid,
but instead, use simple aids such as whiteboard, black board, flip chart, or handouts. You can
consider professional digital videos, digital audios, or computer multi-media if large timeframe
and budget are available.

Audience Preference. See to it that the audio-visual aids are preferred by the
audience or participants to maximize their full attention.

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Location and Size of Audience. The right visual aid should depend on the size of
your audience.

ON
 Determine the size of the audience whether large or small, and how they will be
seated. For a smaller group of 10 to 20 participants, a flip chart is an acceptable

E
option if a PowerPoint presentation and DLP projector are unavailable. Computer
multimedia is best used for this number of participants if it is available. A large screen
US
projector is better if it is also available in the venue. A videotape presented via a DLP
projector is also a good option for a group of twenty or less.
T
EN

 For the optimum group size of 100 people, a large screen and a technical assistant
are needed. Also, an audience larger than 40 people likely requires a larger screen
UD

and a technical assistant to avoid delays and technical troubles.

ST

 Audio materials can be used regardless of the size of the audience; however, proper
amplification methods must be carefully observed to ensure that all participants can
hear.
U
CP

 Handouts are always useful for large or small crowds. They are best distributed before
the actual the actual presentation.
R
FO

Facilities and Equipment. Check to be sure that the necessary equipment is

available (e.g., DLP projector, or large screen projector). Check the facilities to determine if
certain aids can be used such as the availability of DLP projector, large screen projector, and
computer. Check the room dimension, location of electrical outlets, whiteboard, or blackboard
to find out whether the equipment is working well. Power Point slides or a large screen
projector ideally requires the room to be darkened to positively impact the successful delivery
of the intended message.

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Audio and Visual Aids Preparation

General Guidelines

1. Keep your audio and visual aids simple. Ideally, use one aid to convey one concept
and leave a lot of space to make information more appealing.
2. Prepare visual aids in color, rather than black and white, for it is preferable as color is
more effective in getting the attention of the audience.
3. Be conservative on the volume of your materials. For example, too many handouts or
slides tend to be overwhelming and less effective.

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Text on Visual Aids

ON
Text on visual aids should be written in point form, not paragraph form. Use
highlighting tools such as bullets or arrows to emphasize important ideas.

E
Prepare aids visible enough to all participants. In general, one-inch lettering is visible

US
at 30 feet, two inches at sixty feet, and so on. There should only be a maximum of eight to ten
lines in a PowerPoint slide. Between lines, allow blank space of one and one-half times the
letter height.
T
EN

Use three-inch lettering for a presentation prepared on a flip chart. Leave a blank
sheet between pages, so the audience will not see the next page before you are ready. Using
UD

several colors will maintain interest and separate points. Use water-based pens as they leak
through less than permanent markers.
ST

Diagrams and Charts on Visual Aids

U

Use charts and diagrams to graphically represent complex ideas or issues. They aid in
CP

better understanding of the descriptive or narrative text written above or below it.

Use bar graphs or pie charts to represent numerical or statistical data. Bar graphs are
R

effective to show trends over time, while pie charts are effective when comparing parts to the
FO

whole.

General Rules for Preparing AV Material

1. Always be conscious of the time limit for your presentation. Presenting 10 to 15 slides
is adequate for short presentations (15 minutes).

2. All slides must be in landscape format. Use color carefully; avoid color combinations
resulting in a low contrast.

76
3. The first slide should contain the title of your presentation and the presenter or group
members' names. This should be the only page where a university logo is permitted.
You should also prepare the following slides:

 A slide describing the objectives or the basic idea of your work

 A slide containing an outline of your topic
 A slide containing the conclusion of your topic

4. Keep your material simple and make sure that the font size in your slides is readable
at a distance of 15 meters. Avoid cluttering of words and graphs to ensure readability

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of your text.

ON
ACTIVITY. Create a 5-member team and make a presentation to promote

E
Filipino cultural values. Choose a topic only from the list of Filipino

US
family values and classic Filipino traits and characteristics found on
the next page. Use your preferred program application as long as
T
you can save it in PDF or PowerPoint format.
EN
UD
ST
U
CP
R
FO

77
Filipino Family Values

1. Paggalang (Respect) The English translation of paggalang means to be

respectful or to give respect to a person.
2. Pakikisama (Helping Others) Pakikisama has the connotation of getting
along with people in general.
3. Utang na Loob (Debt of Gratitude)
4. Pagpapahalaga sa Pamilya (Prioritizing Family)
5. Hiya (Shame)

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Classic Filipino Traits and Characteristics

ON
1. Hospitality. This is one of the most popular qualities of Filipinos.
2. Respect. This is often observed—not just by younger people—but also by
people of all ages.

E
3. Strong Family Ties and Religions
4.
5.
6.
Strong Work Ethic
Love and Caring
US
Generosity and Helpfulness. Filipinos are generous people.
T
EN
UD
ST
U
CP
R
FO

78
 UNIT 2

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ON
COMMUNICATION FOR ACADEMIC PURPOSES

E
US
T
EN
UD
ST
U
CP
R
FO

83
 FO
R
CP
U
ST
UD

84
EN
T
US
E
ON
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 Chapter 1

ACADEMIC WRITING

In college, students will be

required to compose different types of

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writing assignments (essay, research
paper, term paper, argumentative paper/

ON
essay, position paper) but all of these
have the same aims and principles and
could be referred to as academic

E
writing. Academic writing is a special

US
type of writing that prescribes its own
set of rules and practices. This lesson
will present guidelines on appropriate
T
tone, style, conventions and referencing
EN

in academic writing and help students

convey idea intended for different target
audiences.
UD
ST

LEARNING OUTCOMES
U

At the end of this lesson, the students shall have been able to:
CP

1. define academic writing;

R

2. discuss the voices in academic writing; and,

FO

3. write using appropriate tone, style, conventions and referencing.

85
 MOTIVATION

Read the “misconceptions” about writing below and find out if you also
experience these false impressions. Which of the three situations can you relate
to? Why?

“Perfect first drafts”

We put unrealistic expectations on early drafts, either by focusing too

much on the impossible task of making them perfect (which can put a cap on the
development of our ideas), or by making too little effort because we don’t care or

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know about their inevitable problems. Nobody writes perfect first drafts; polished
writing takes a lot of revisions (Irvin, 2010).

ON
“Paint by Numbers”

Some writers believe they must perform certain steps in a particular

E
order to write “correctly.” Rather than being a lock-step linear process, writing is

US
“recursive.” That means we cycle through and repeat the various activities of the
writing process many times as we write (Irvin, 2010).

“Good grammar is good writing”

T
EN

When people say “I can’t write,” what they often mean is they have
problems with grammatical correctness. Writing, however, is more than just
UD

grammatical correctness. Good writing is a matter of achieving your desired effect

upon an intended audience. No one writes perfect first drafts (Irvin, 2010).
ST
U
CP

INPUT
R
FO

Academic writing as defined by Bowker (2007) is a form of writing that follows

traditional conventions of punctuation, grammar, and spelling. It may be organized around a
formal order or structure to present and ensure that ideas or concepts are supported by author
citations.

Academic Writing Style

In academic writing, you need to be both objective and persuasive. Here are some
rules for learning to write properly, which can improve your writing ability and prepare you for
the professional world.

86
 Writing Styles Definition Examples

Specific It is concerned with facts Vague: In a certain university students

rather than vague are expected to write academically.
assumptions.
Specific: At Central Philippine
University, students are expected to
write using formal language, and clear
structure.

Language It uses formal language, Wordy: The reason why most people

LY
references and supporting want to travel is that they want to
evidence to defend your experience other cultures.
argument.

ON
Concise: Most people want to travel to
experience other cultures.

E
Cliché: Rebuilding Southern Leyte is

US
easier said than done.

Revised: According to Eduardo del

Rosario, head of the disaster
T
response agency, rebuilding Legazpi
EN

City involves prudence, determination,

and hard work.
UD

Clarity It is clear and direct to the Vague: The novel tells about the entire
point. bunch of stuff that changes many
ST

things in the main character’s life.

(Which “story”? What “stuff”? What
“things” change in the character’s life?)
U
CP

Clear: Ray Carver’s “Cathedral”

describes the transformation that
occurs in the protagonist’s life when he
R

encounters a disabled man who shows

FO

him how to perceive other people in

new and empowering ways.

Vague: It is really amazing just how

strange the characters in “A Rose for
Emily” are.

Clear: Faulkner creates mysterious

and complex characters in “A Rose for
Emily” through his use of tone and
symbolism.

87
ACTIVITY 1. Identify which is more ‘academic’ in the following sentence pairs A or B?
Write your reason for your choice on the space provided for.

_____1. A. There were a lot of students who registered at the university to study education.

B. Five hundred students enrolled in the Bachelor of Education degree at.

__________________________________________________________________

_____2. A. Facebook followers assert that it can offer educational benefits to both teachers and

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students.

ON
B. Discussing group projects and course assignments with their peers, or teachers is
an example how Facebook can help students in their learning.
__________________________________________________________________

E
_____3.
act as an anti-inflammatory.
US
A. Citrus flavonoids found in lemons may help impede the growth of cancer cells and
T
EN

B. Lemons may boost your immune system levels and strengthen bones.

___________________________________________________________________
UD

_____4. A. The results show that both groups of foreigners exhibit the same features in using
ST

the English language.

U

B. The results show that both groups used swapping of sounds and omissions of article
CP

systems in using the English language.

___________________________________________________________________
R
FO

_____5. A. A research claims that employers actually care more about soft skills more than
technical abilities.

B. “Soft skills are keys to building relationships and creating more opportunities for
advancement” says Kathy Robinson, founder a career-coaching firm.

___________________________________________________________________

88
 Academic writing is like taking a journey where you need a good tour guide who
maps out the journey in a logical order. It includes the following features:

a) refers to research, not opinion;

b) makes statements as clearly as possible without lots of extra words;
c) builds on with examples; and
d) uses both large and small words because they are the right words.

Refer to the example article below (Adapted from the Journal of Mass Communication
& Journalism) and find out if it contains the essential characteristics discussed.

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Example of Academic Writing

ON
A clear topic Belal (2017) believed that Facebook is one of the important social

E
media that promotes the exchange of messages between people across
More detais
US
the world. Facebook.com by Mark Zuckerberg originated in February,
2004 to facilitate social interaction exclusively among college students.
T
There are over 500 million users in the world with a population of 6.8
EN

Research/facts billion, which means that about 1 out of 14 people have a Facebook
account. According to Mark Zuckerberg, “If Facebook were a country, it
would be the 6th most populated country in the world.”Mark Zuckerberg
UD

along with Dustin Moskovitz, Chris Hughes and Eduardo Saverin

founded Facebook in February 2004 while they were students of Harvard
ST

University. Initially, its membership was limited to Harvard students.

Then it expanded to other colleges, it later expanded further to include
U

any university student. In September 2005 Facebook was expanded to

CP

high school students, and, finally, in September 2006, to anyone aged 13

and over. Now Facebook has over 700 employees and the directors’
board is consisted of seven members. On 1st January 2009, according
R

to the Facebook statistics, it has over 140 million active users all over the
FO

world. The headquarters of the company is in Palo Alto, Calif. U.S [4].

89
 ACTIVITY 2. Based on the given example, answer the following questions:

1. What is Facebook? ________________________________________________

_________________________________________________________________
_________________________

2. What other details did you discover about the topic? ___________________
_________________________________________________________________
______________________________________________________

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Voice in Academic Writing

ON
Brick (2009) defined academic voice as the expression used to differentiate your

E
thoughts and words, and those of other authors. If you want to sound scholarly or academically,
you need to include both your point and proofs such as the voices of scholars in the field to
support your argument.
US
T
Example:
EN

The current diversity of the student population poses a great challenge to universities. A
UD

common approach to providing learning support is by extracurricular study skills courses,

often offered in dedicated learning support centres (Gamache, 2002; Haggis & Pouget, 2002).
This approach is referred to as ‘bolt-on’ according to Bennett et al. (2000) as opposed to the
ST

‘built-in’ or embedded approach where learning is developed through the subject teaching
(Wingate, 2006).
U

KEY: Writer’s voice; Other voices

CP

Direct and Indirect Voice in Academic Writing

R
FO

The direct voice is either your own voice (i.e. your own ideas in your own words) or
the direct ‘cut + paste’ voice of another thinker /writer. If you are using someone else’s ideas,
this usually takes the form of a DIRECT QUOTATION. These are often used to emphasize or
strengthen a point you want to make. However, they should be used sparingly and not as a
substitute for your own ideas written in your own writer’s voice (Brick, 2009).

Example (Direct quotation):

In discussing the importance of teaching study skills, Jordan (1997: 8) comments that
“study skills are not something acquired instinctively.”

90
 Notice that words taken directly from Jordan’s text are enclosed in “quotation marks”.
This is essential whenever an author’s exact words are used. Note also the use of the reporting
verb comments. The use of these verbs is common with direct quotations.

NOTE: In general, quotations longer than 30 words should be indented from the margin.

Indirect voice. SUMMARIZING or PARAPHRASING is used to synthesize someone else’s

ideas or to make general points.

Example (Paraphrase):
As students do not obtain study skills automatically, it is very important to teach
them these skills (Jordan, 1997).

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Example (Summary):

ON
It is important to teach study skills to students (Jordan,1997).

E
Paraphrasing

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It is rewriting, or ‘translating’, someone else’s ideas into your own words.
T
Original text: With an understanding of the conceptualization and methods of application,
EN

QOL (Quality of Life) can be an important concept for occupational therapists to use
in outcome measurement.
UD

Paraphrase: Quality of Life has been described as an important outcome measure for
occupational therapists, provided it is adequately conceptualized and the methods
ST

of applying it are understood (Liddle & McKenna, 2000).

U
CP

Summarizing

This contains the main ideas of an author or the essence of their argument/s and is always
R

substantially shorter than the length of the original text.

FO

Example summary:

Original text: With an understanding of the conceptualization and methods of application,

QOL (Quality of Life) can be an important concept for occupational therapists to use
in outcome measurement.

Summary: Quality of Life can be an important concept and outcome measure for occupational
therapists (Liddle & McKenna, 2000).

91
Techniques on How to Express Your Own Voice

a. Use hedging (a language which ‘safeguards’ your statements).

Example words: may, might or could, OR use intensifiers: certainly, definitely or

must.

Example:
“The investigations to date may indicate a fundamental flaw in this approach.
It certainly shows a need for more research on this topic . . .”

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b. Substitute ‘according to’ (over-used) with a variety of adjectives and adverbs that

ON
show what you think of other writers’ opinions.

E
Example:
“Peters is misguided when she inaccurately claims that students need . . .”
US
T
EN

c. Show your point by using exact verb usage, modality, and another evaluative
language.
UD

Example:
“Furthermore, it appears that Field may have overlooked some key data when
ST

he raises the possibility that . . .”

U

It is a must to include where and how you found a piece of information. Usually,
CP

reference styles provide guidelines on how to present the information about the sources you
use. Nonetheless, you should use the style your university requires regardless of what topic
you are writing. You may refer to the CPU Handbook on Research Writing Form and Style for a
R

more thorough discussion on how to present information about author, publication year, title,
FO

and page numbers.

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ACTIVITY 3. Read the information below and paraphrase/rephrase in your own words.
Write your version on the space provided.

Original Source:

In an effort to seek the causes of this disturbing trend, experts have

pointed to a range of important potential contributors to the rise in
childhood obesity that are unrelated to media.
—Henry J. Kaiser Family Foundation, “The Role of Media in Childhood
Obesity” (2004), p. 1

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Paraphrase Version

ON
E
__________________________________________

US
T
____________________________________________________________
EN

____________________________________________________________

____________________________________________________________
UD

____________________________________________________________
ST
U
CP
R
FO

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 Chapter 2

CRITICAL ACADEMIC WRITING

The ability to write effective arguments is one of the writing skills that college students
should develop. Since this requires them to think and persuade their target audience, experts
believe that good practice like making them scrutinize magazine ads, journals, and other

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articles will improve their writing capacity.

ON
Some examples of critical academic writing include a critique of a journal article,
political paper analysis or a literature review that identifies the strengths and weaknesses of
existing research. The kinds of instructions for critical writing include critique, debate, disagree

E
and evaluate. This lesson will make you aware of your audience and context in presenting
ideas.
US
T
LEARNING OUTCOMES
EN

At the end of this lesson, the students shall have been able to:
UD

1. explain critical academic writing;

2. critique journal, and political papers; and,
ST

3. adopt awareness of audience and context in presenting ideas.

U
CP

MOTIVATION

When you write a critique of a journal article, a political paper analysis, or a

R

literature review, what do you need to consider best appealing to your audience?
FO

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INPUT

Guidelines in Writing Critical Academic Papers

1. Topic

Sawyer (2018) states, “it is a subject of conversation or discussion in order to provide

a topic.” A position paper discusses certain benefits or negative aspects of existing laws. You
do not have to get too technical with legal position paper topics, but you need to do your
research on the current laws about your chosen topic. Notice in the given examples below that
a position paper is all about your position on a topic.

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The following are example topics suggested by Sawyer (2017). Should cigarettes and
other tobacco products be outlawed?

ON
a. Should prostitution be legal?
b. Do the benefits of medical marijuana justify its legality?

E
c. Is the drinking age appropriate (should it be lower, higher, or stay the same)?
d.
e. US
Should nuclear weapons be outlawed worldwide?
At what age should girls have access to birth control without the consent of
T
their parents?
EN

f. Should cell phone use be banned while driving?

g. Should juveniles be sentenced to life in prison?
h. In what situations, if any, does a woman have a right to an abortion?
UD

i. Should restaurants be required to include calories on all menu items?

j. Should an added tax be placed on sugary drinks, such as sodas?
ST

Moreover, Coninx (2017) mentioned that “the best topic is the one you know well the
U

literature. You must also have an interesting, and original position that you can defend or
argue. It has to be about a topic you know well and have thought a lot about (and debated with
CP

classmates) because if you miss something, your main position will not be very strong or
interesting. Remember, it has to be original and creative; you have to bring your view on the
topic and explain why it’s both valid and interesting.”
R
FO

2. Purpose

It is an intention, an aim or a reason for writing something or for allowing something to

happen: If you do something on purpose, you do it intentionally. Its purpose is to generate
support on an issue. It describes a position on an issue and the rationale for that position.
Furthermore, the position paper is based on facts that provide a solid foundation for your
argument and it should be relevant to what is happening in your community.

It is also important to consider a target audience. It refers to a specific group of people

with shared characteristics who are most likely to be interested in your topic. Examples are

98
professional, educators, college students, etc. (atguymedia.com/inbound-marketing/target-
audience/).

3. Genre

It is a category that characterizes similarities in form, style, or subject matter. It could

be letters, reports, position paper, essay, webpage, etc.

4. Stance

It is the position taken on an issue, the beliefs held about something or the way a
person stands or holds them. When you have an absolute no tolerance policy for lying, this is

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an example of a strong stance on lying. When you stand firm and tall, this is an example of a
stance.

ON
Characteristics of stance:

E
a. scholarly
b.
c.
d.
to the point
objective
opinionated
US
T
EN

5. Media

The term media is defined as one of the means or channels of general communication
UD

in society. This includes the newspapers, radio, television, electronic, etc.

ST

6. Thesis Statement

A thesis statement focuses your ideas into one or two sentences. It should present the
U

topic of your paper and also make a comment about your position in relation to the topic. Your
thesis statement should tell your reader what the paper is about and also help guide your
CP

writing and keep your argument focused (University of Illinois Urbana Champaign, Center for
Writing Studies, 2013).
R

When learning to write a thesis statement, consider the three-pronged thesis

FO

statement. This is a sentence that includes three reasons to support the thesis

Examples of Three-Pronged Thesis Statements:

a. We should wear school uniforms because they would help reduce discipline,
cheaper than other clothing, and help create school pride.
b. Zoos should be banned because animals need to remain in the wild, zoos
cannot provide natural experiences for animals, and animals in zoos get sick
and die.

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 Examples of Thesis Statement:

a. The moral of this novel is that love always wins. (The essay would present
evidence and reasons to support that this is the moral of the novel.)
b. Those running for President should be held to a higher standard of ethical
behavior. (The essay would present evidence and reasons to support why
those running for President should have higher standards for ethical behavior.)
c. The vaccine created by our team of researchers is promising in the fight
against the virus. (The research paper would present evidence and reasons
why the vaccine might work against the virus. (Softschools.com, 2015)

7. Method of Paragraph Development

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The methods include facts and statistics, examples or illustrations, processes,

ON
comparison and contrast, cause and effect, classification and analysis, definition, and analogy.
Remember to choose a method that will best clarify and support the main point of the
paragraph.

E
Example no.1 – Turkle’s Sunday Review on Journal Article (2012)
US
T
The Flight from Conversation
EN

We live in a technological universe in which we are always communicating. And yet we have
sacrificed conversation from mere connection.
UD

At home, families sit together, texting and reading e-mail. At work, executives text during board
meetings. We text (and shop and go on Facebook) during classes and when we’re on dates. My students
tell me about an important new skill: it involves maintaining eye contact with someone while you text
ST

someone else; it’s hard, but it can be done.

Over the past 15 years, I’ve studied technologies of mobile connection and talked to hundreds of
people of all ages and circumstances about their plugged-in lives. I’ve learned that the little devices most
U

of us carry around are so powerful that they change not only what we do, but also who we are.
We’ve become accustomed to a new way of being “alone together”. Technology enabled, we are
CP

able to be with one another, and also elsewhere, connected to wherever we want to be. We want to
customize our lives. We want to move in and out of where we are because the thing we value most is
control over where we focus our attention. We have gotten used to the idea of being in a tribe of one, loyal
R

to our own party.

FO

Our colleagues want to go to that board meeting but pay attention only to what interests them. To
some, this seems like a good idea, but we can end up hiding from one another, even as we are constantly
connected to one another.
A businessman laments that he no longer has colleagues at work. He doesn’t stop by to talk; he
doesn’t call. He says that he doesn’t want to interrupt them. He says they’re “too busy on their e-mail.”
But then he pauses and corrects himself. “I’m not telling the truth. I’m the one who doesn’t want to be
interrupted. I think I should. But I’d rather just do things on my BlackBerry.”
A 16-year-old boy who relies on texting for almost everything says almost wistfully, “Someday,
someday, but certainly not now, I’d like to learn how to have a conversation”.
In today’s workplace, young people who have grown up fearing conversation show up on the job
wearing earphones. Walking through a college library or the campus of a high-tech start-up, one sees the
same thing: we are together, but each of us is in our own bubble, furiously connected to keyboards and
tiny touch screens. A senior partner at a Boston law firm describes a scene in his office. Young

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The Flight from Conversation. . .

associates lay out their suite of technologies: laptops, iPods and multiple phones. And then they put their
earphones on. “Big ones like pilots. They turn their desks into cockpits”.” With the young lawyers in their
cockpits, the office is a quiet place that does not ask to be broken.
In the silence of connection, people are comforted by being in touch with a lot of people carefully
kept at bay. We can’t get enough of one another if we can use technology to keep one another at distances
we can control; not too close, not too far, just right. I think of it as a Goldilocks effect.
Texting and e-mail and posting let us present the self we want to be. This means we can edit. And if
we wish to, we can delete. Or retouch: the voice, the flesh, the face, the body, Not too much, not too little-
just right.
Human relationships are rich; they’re messy and demanding. We have learned the habit of cleaning
them up with technology. And the move from conversation to connection is part of this. But it’s a process
in which we shortchange ourselves. Worse, it seems that over time we stop caring, we forget that there is

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a difference.
We are tempted to think that our little “sips” of online connection add up to a big gulp of real
conversation. But they don’t. E-mail, Twitter, Facebook, all of these have their places – in politics,

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commerce, romance, and friendship. But no matter how valuable, they do not substitute for conversation.
Connecting in sips may work for gathering discrete bits of information or for saying, “I am thinking
about you. “Or even for saying, “ I love you.” But connecting in sips doesn’t work as well when it comes to
understanding and knowing one another. (The word itself is kinetic; it’s derived from words that mean to

E
move, together.) We can attend to tone and nuance. In conversation, we are called upon to see things
from another’s point of view.
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FACE-TO-FACE conversation unfolds slowly. It teaches patience. When we communicate on our
digital devices, we learn different habits. As we ramp up the volume and velocity of online connections, we
T
start to expect faster answers. To get these, we ask one another simpler questions; we dumb down our
communications, even on the most important matters. It is as though we have all put ourselves on cable
EN

news. Shakespeare might have said, “We are consum’d with that which we were nourish’d by.”
And we used conversation with others to learn to converse with ourselves. So our flight from
conversation can mean diminished chances to learn skills of self-reflection. These days, social media
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continually asks us what’s “on our mind”, but we have little motivation to say something truly self-reflective.
Self-reflection in conversation requires trust. It’s hard to do anything with 3,000 Facebook friends except
connect.
ST

As we get used to being shortchanged on conversation and to get by with less, we seem almost
willing to dispense with people altogether. Serious people muse about the future of computer programs as
psychiatrists. A high school sophomore confides to me that he wishes he could talk to an artificial
intelligence program instead of his dad about dating; he says the A.I. would have so much more in its
U

database. Indeed, many people tell me they hope that as Siri, the digital assistant on Apple’s iPhone,
becomes more advanced, “she” will be more and more like a best friend – one who will listen when others
CP

won’t.
During the years, I have spent researching people and their relationships with technology, I have
often heard the sentiment “No one is listening to me.” I believe this feeling helps explain why it is so
R

appealing to have a Facebook page or a Twitter feed – each provides so many automatic listeners. And it
helps explain why – against all reason – so many of us are willing to talk to machines that seem to care
FO

about us. Researchers around the world are busy inventing sociable robots, designed to be companions to
the elderly, to children, to all of us. One of the most haunting experiences during my research came when I
brought one of these robots, designed in the shape of a baby seal, to an elder-care facility, and an older
woman began to talk to it about the loss of her child. The robot seemed to be looking into her eyes. It
seemed to be following the conversation. The woman was comforted.
And so many people found this amazing. Like the sophomore who wants advice about dating from
artificial intelligence and those who look forward to computer psychiatry, this enthusiasm speaks to how
much we have confused conversation with connection and collectively seem to have embraced a new kind
of delusion that accepts the simulation of compassion as sufficient unto the day. And why would we want
to talk about love and loss with a machine that has no experience of the arc of human life? Have we so
lost confidence that we will be there for one another?
We expect more from technology and less from one another and seem increasingly drawn to
technologies that provide the illusion of companionship without the demands of relationship. Always-
on/always-on-you devices provide three powerful fantasies: that will always be heard; that we can put our

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 The Flight from Conversation. . .

attention wherever we want it to be; and that we never have to be alone. Indeed our new devices have
turned being alone into a problem that can be solved.
When people are alone, even for a few moments, they fidget and reach for a device. Here
connection works like a symptom, not a cure, and our constant, reflexive impulse to connect shapes a new
way of being.
Think of it as “I share, therefore I am.” We use technology to define ourselves by sharing our
thoughts and feelings as we’re having them. We used to think, “I have a feeling; I want to make a call.
“Now our impulse is, “I want to have a feeling; I need to send a text.”
So, in order to feel more, and to feel like ourselves, we connect. But in our rush to connect, we flee
from solitude, our ability to be separate and gather ourselves. Lacking the capacity for solitude, we turn to
other people but don’t experience them as they are. It is as though we use them, and need them as spare
parts to support our increasingly fragile selves.

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We think constant connection will make us feel less lonely. The opposite is true. If we are unable to
be alone, we are far more likely to be lonely. If we don’t teach our children to be alone, they will know only
how to be lonely.

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I am a partisan for conversation. To make room for it, I see some first, deliberate steps. At home,
we can create sacred spaces: the kitchen, the dining room. We can make our cars device-free zones”. We
can demonstrate the value of conversation to our children. And we can do the same thing at work. There
we are so busy communicating that we often don’t have time to talk to one another about what really

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matters. Employees asked for casual Fridays; perhaps manager should introduce conversational

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Thursdays. Most of all, we need to remember – in between texts and e-mails and Facebook posts – to
listen to one another, even to the boring bits, because it is often in unedited moments, moments in which
we hesitate and stutter and go silent, that we reveal ourselves to one another.
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I spend the summers at a cottage on Cape Cod, and for decades I walked the same dunes that
Thoreau once walked. Not too long ago, people walked with their heads up, looking at the water , the sky,
EN

the sand and at one another, talking. Now they often walk with their heads down, typing. Even when they
are with friends, partners, children, everyone is on their own devices.
So I say, look up, look at one another, and let’s start the conversation
UD

Turkle (2012).
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Example No. 2 Sison’s Political Paper Analysis (2016)

U
CP

#Never Again: Martial Law Stories Young People Need to Hear

It’s convenient to look at the past with rose-colored glasses instead of needless
R

memories of in your nail beds, electric wires attached to your genitals, and the barrel of a
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gun thrust inside your mouth

Majority of comments on articles about Martial law seem to be from staunch
defenders of that era. There are and will be always be citizens who see those years as
an era of peace and prosperity in our country.
We don’t need to debate that. Instead we simply need to tell, retell and listen to
the stories of those who survived those years. As the younger generation we need to do
our own research, take the blinders off our eyes and learn what exactly life was like
during Martial Law before coming up with flowery images of those years as a beautiful
moment in history.

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 Silence by Force

You would never have seen an article such as this as I would have already been
taken, tortured, and killed for my opinions. If Martial Law were still in effect, bloggers who
wrote anything even remotely critical of the government or its cronies would be jailed like
they do in other countries.

There would be none of your Facebook rants about the administration, Metro
Manila,
traffic, or even the outfit a politician is wearing. In fact, there wouldn’t be Facebook,
Instagram, and Gmail in the Philippines the way these websites are banned in China.

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If I wrote during Martial Law, I could be taken from my home the way 23-year-old
Lily Hilao was for being a prolific writer for her school paper at the Pamantasan ng

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Lungsod ng Maynila. In April 1973, Lily was taken by the military, and was raped and
tortured in front of her 16-year old sister. By the time Lily’s family retrieved her dead
body, it bore cigarette burns on her lips, injection marks on her arms, bruises and gun

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barrel marks. Her internal organs were removed and her vagina was sawed off to cover

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signs of torture and sexual abuse. Liliosa Hilao is considered to be the first female
casualty and martyr of Martial Law.
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Zero Criticism
EN

Martial Law engineer Juan Ponce Enrile defined subversion during a 1977 BBC
interview: “Anybody who goes against the government or who tries to convince people to
UD

go against the government – that is subversion.” Proclamation 1081 gave the military to
arrest, detain, and execute anyone who even dared to breathe sadly about the Marcos
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administration”.

Archimedes Trajano was only 21 when he questioned Imee Marcos on why she
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was the National Chairman of the Kabataang Barangay during an open forum. He was
CP

forcibly taken from the venue by Imee’s bodyguards, and was tortured and thrown out of
a building window, all because the presidential daughter was irked by his question.
R

Maria Elena Ang was a 23-year old UP Journalism student when she was
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arrested and detained. She was beaten, electrocuted, water cured, and sexually violated
during her detention.

Dr. Juan Escandor was a young doctor with UP-PGH who was tortured and
killed by the Philippine Constabulary. When his body was recovered, a pathologist found
that his skull had been broken open, emptied and stuffed with trash, plastic bags, rags
and underwear. His brain was stuffed inside his abdominal cavity.

Boyet Mijares was only 16 years old in 1977 when he received a call that his
disappeared father (whistleblower and writer, Primitivo Mijares) was still alive. The caller
invited the younger Mijares to see him. A few days later, Boyet’s body was found

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dumped outside Manila, his eyeballs protruding, his chest perforated with multiple stab
wounds, his head bashed in, and his hands, feet and genitals mangled.

Trinidad Herrera was a community leader in Tondo when she was arrested in
1977. In this video she recounts being electrocuted on her fingers, breasts, and vagina
until her interrogators were pleased with her answers to their questions.

Neri Colmenares was an 18-year old activist when he was arrested and tortured
by members of the Philippine Constabulary. Aside from being strangled and made to
play Russian Roulette, he witnessed fellow detainees being electrocuted through wires
inserted into their penises, as well as being buried alive in a steel drum.

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Hilda Narciso was a church worker when she was arrested, confined in a small
cell, fed a soup of worms and rotten fish, and repeatedly gang-raped.

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Necessary Methods

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About 60,000 were arrested during the first year of Martial Law alone, and many

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of their stories will never be told. Michael Chua wrote a paper detailing the torture
methods used during the Marcos regime.
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Aside from electrocution of body parts and genitals, it was routine to waterboard
EN

political prisoners, burn them using cigarettes and flat irons, strangle them using wires
and steel bars, and rub pepper on their genitals. Women were stripped naked, made to
sit on ice blocks or stand in cold rooms, and were sexually assaulted using objects such
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as eggplants smeared with chili peppers.

ST

Forty-three years have passed. Time, as well as the circus that is Philippine
governance, makes it easy to forget Martial Law as the darkest and most terrible
moments in Philippine history. Many of its victims have died or have chosen to remain
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silent- silence being most understandable because these stories are truly difficult to
CP

remember, and much harder to tell.

Stories Need to be Told

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Yet these horrific stories need to be told over and over until we realize that the
FO

pretty cover of the book of the Marcos years is actually full of monster stories. We need
to bring the graphic accounts of torture and murder to light so that those who rest
comfortably in their illusions that the Marcos years were pleasant will at least be stirred.

Instead we often hear from those who want to erase the evils of the past, those
who tell us that these young people, many of them barely past their childhoods when
they were tortured and killed, were violent rebels who sought to overthrow the
government. Never mind that it was one of the most corrupt and cruel dictatorships the
world has ever known, and that it was by the efforts of these young heroes that the reign
of the Marcoses ended.

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 Majority of Martial Law victims were in their 20s and 30s at that time – the same
age our younger citizens are now – those who have the luxury of shrugging off the
Marcos years as a wonderful time. Unscathed by a more cruel past, the younger
generation is only too eager to criticize the current state of our government and our
people as being undisciplined and requiring an iron fist such as the one Marcos used to
supposedly create peace in the past.

They forget that if we were still under Martial Law (or should it return), such
sentiments of “subversion” could cost them their lives, and that the same freedom and
voice they use to reminisce about a time they know nothing about would have been
muted and extinguished if we did not have the democracy we enjoy today.

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Hindsight is always 20 – 20, as they say. It’s convenient to look at the past with
rose colored glasses instead of memories of needless in your nail beds, electric wires

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attached to your genitals, and a barrel of a gun thrust inside your mouth, the way
thousands of Martial Law victims suffered and still suffer to this day.

Just because it didn’t happen to you and your family doesn’t mean it didn’t

E
US
happen to more than 70,000 victims during that time. Just because you were spared then
doesn’t mean you will be spared the next time this iron fist you wish for comes around
T
Sison (2015)
EN
UD

ACTIVITY 2. Instruction: Answer the following questions on the blanks provided.

ST

1. What is the topic all about?

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______________________________________________________________________
CP

2. What paragraph development method used by the writer?

______________________________________________________________________
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3. What is the stance presented by the writer?

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______________________________________________________________________

4. What is the purpose of this political paper analysis?

_______________________________________________________________________

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 Chapter 3

ACADEMIC ORAL PRESENTATIONS

Edwards (2014) states that “everybody has to confront stage fright in his or her own
way, but academic culture is something we can deliberately change.” This lesson gives some
guidelines on how to be an effective speaker for different target audiences in local and global

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settings using appropriate registers.

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LEARNING OUTCOMES

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At the end of this lesson, the students shall have been able to:

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1. identify the principles of academic oral presentations; and,
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2. convey ideas through oral, audio-visual, and web-based presentations for intended
target audiences in local and global settings using appropriate registers.
EN
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MOTIVATION
ST

Read the essay below. Then, share your thoughts about it. Do you have the
same experience that you may relate to the class?
U
CP

The Awful Academic Talk

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Edwards (2014) wrote this essay on behalf of bored audiences everywhere. You’ve
FO

seen it a hundred times. The speaker approaches the head of the room and sits down at the
table. (You can’t see him/her through the heads in front of you.) S/he begins to read from a
paper, speaking in a soft monotone. (You can hardly hear. Soon you’re nodding off.) Sentences
are long, complex, and filled with jargon. The speaker emphasizes complicated details. (You
rapidly lose the thread of the talk.) With five minutes left in the session, the speaker suddenly
looks at his/her watch. S/he announces — in apparent surprise — that s/he’ll have to omit the
most important points because time is running out. S/he shuffles papers, becoming flustered
and confused. (So do you, if you’re still awake.) S/he drones on. Fifteen minutes after the
scheduled end of the talk, the host reminds the speaker to finish for the third time. The speaker
trails off inconclusively and asks for questions. (Thin, polite applause finally rouses you from
dreamland.)

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INPUT

The Principles of Effective Talks

In seminars, listening is the hardest task to do. Generally, audiences listen to many
presentations or talks for many hours. An effective talk must establish three things: a) talk
about your evidenced-based arguments; b) convince your audience; and c) involve and
entertain them. Take note that the word ‘entertain’ means keeping your audience attentive to
what you are talking about.

Below are some principles to follow as suggested by Edwards (2014) in his article,
How to Give an Academic Talk.

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1. Plan exactly what you want to say by cutting out large parts of your talk.

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Most speakers approximately deliver roughly 100 words per minute. This means
that you may have 1500 words per minute.

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2. Make an outline.
You may make notes for yourself. Bullet points on slides if you are using
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software. Just include ample details such as phrases or brief sentences.
3. Stand up. People at the back will see and hear you better if you are standing. If
T
you are faced with 12-15 people or a fewer audience for example, you may sit
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down.
4. Move around. This shows that you have passion for your topic. Hand gestures
UD

may also be added but do not overdo it because it may distract your audience.
ST

5. Vary the pitch of your voice. Avoid not sounding monotonous so that you will
not bore your audience.
U

6. Speak loudly and clearly, facing the audience. Be careful, especially when
using visual aids that you continue to face the audience when you speak. Turning
CP

around to look at your own slides can lead you to speak to the screen.
7. Don’t overuse video. If you really need a video for your topic, edit clips to an
R

absolute minimum length. Less than one minute is a good goal.

FO

8. Cite your sources on your slides. Be sure to cite your sources — include titles,
names, and especially dates — not just URLs, which change frequently.
9. Notice your audience and respond to their needs. Always be sensitive or take
note on what’s happening and use it as feedback. This is also a good technique
for setting up initial communication with your audience. It makes listeners feel
included, and puts you in touch with them as human beings.
10. Handle Questions well. Anticipate questions and prepare your answers to
reduce your anxiety and improve your performance.

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 There are many other references that you may use as your guide to ensure success
for different oral presentations. In the first activity below, you will be given more ideas on what
and how to do it through watching the videos recommended from ted.com.

ACTIVITY 1. Instructions: Watch one video in https://www.ted.com/playlists/574/how._

to_make_a_great_presentation. After watching, write your
thoughts about it.

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Title of the
video:_______________________________

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I learned that:

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_________________________________________

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_________________________________________
_________________________________________
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EN

Guidelines on How to Present A Paper in Public

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Jaap de Wilde (2007) offered practical guidelines for presenting a research paper
ST

in public.

A. The Purpose. The purpose is to get your message across to the audience. To
U

perform is to play a role, but remember always to play yourself (that is the character
CP

you know best). Always think that it is an opportunity to share your thoughts with a
wider audience.
R

B. Preparation. Prepare your presentation in writing in order to get the contents

FO

right and also for reasons of timing. If you use power Point, please avoid some very
common mistakes such as: putting too much information on one slide; reading only
the slides, and presenting unedited (typing errors) slides.

C. The Beginning and the End. Everything is part of your presentation: the
way you walk to the podium, the way you try to get your power Point presentation
started or your microphone working, the way you deal with the response from the
audience (whether applause or booing), the way you walk back to your seat.

111
 D. During the presentation. Observe the following:

1. Practice the speed and volume at which you wish to talk.

2. Be aware of acoustics and group size: adjust speech speed and volume to the
circumstances.

3. Use the rhetorical power of silence. Pauses may give the audience time to digest
what you’re saying, and they may help you step over to the next argument.

4. Practice difficult jargon. Words like ‘interdependence’, ‘securitization’,

‘epistemology’, ‘inter-governmentalism’, ‘Europeanization’ or ‘neoliberal

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institutionalism’ should come fluently from your lips.

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ACTIVITY 2. Planning What to Say

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Instructions: Read the following topics and select one that you are able to relate with.

Topics
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Discuss it by writing down your thoughts on the format given. After 8-10
minutes, be ready to present your answers.
T
EN

1. How to take a local or international flight

2. How to apply for a scholarship, part-time job, college, etc.
UD

3. How to operate a particular machine/gadget

4. How to cook/prepare a particular dish
ST

A. Topic # and Title:

________________________________________________________________
U
CP

B. What should the audience need to know about it?

________________________________________________________________
________________________________________________________________
R

________________________________________________________________
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C. What to do? Give the details. Give the steps.

________________________________________________________________
________________________________________________________________
________________________________________________________________

D. Give tips based on your experiences.

________________________________________________________________
________________________________________________________________

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ACTIVITY 3. Presentation Part: Rate yourself by checking the specification provided
below.

During the presentation, I am ____

 aware of what and how I delivered my topic

 mindful of my audience
 energetic and enthusiastic
 relaxed and natural
 clear and direct to the point

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ON
Finally, always keep in mind that the more you practice, the sooner you will
develop a self-conscious yet pleasant way of presenting your work (de Wilde, 2007).

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US
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EN
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ST
U
CP
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FO

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 UNIT 3

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COMMUNICATION FOR VARIOUS PURPOSES

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US
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EN
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CP
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FO

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 FO
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CP
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EN
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 Chapter 1

INFORMATIVE AND PERSUASIVE COMMUNICATION

Communication is an important aspect in the spirit of co-existence among people, and

understanding how it works in various situations is an essential aspect of a good
communication environment. One must understand that different strategies exist in different
communication situations be it in oral or written form. The communicators who know what their

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intentions are will always find ways to deliver the message in a more efficient and effective
manner.

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LEARNING OUTCOMES

At the end of this lesson, the students shall have been able to:

E
US
1. identify the various purposes of communication;
2. exhibit an understanding of the various purposes of communication;
T
EN

3. identify strategies for making informative and persuasive communication;

4. employ strategies for effective informative speaking and writing, and
persuasive writing and speaking; and,
UD

5. use one’s knowledge of various communication situations and apply it in day

to day activities to foster harmonious relationships.
ST
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MOTIVATION
CP

Read Passage 1 on the next page. Describe the way it is written. Are
there statements that are supported by factual data?
R
FO

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Passage 1
JOLLIBEE TAKES BIGGER BITE OF US HAMBURGER MARKET
By: Doris Dumlao-Abadilla - Reporter / @philbizwatcher
Philippine Daily Inquirer / 03:28 PM February 13, 2018

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Homegrown fast-food giant Jollibee Foods Corp. (JFC) has taken a bigger bite of
the mainstream American hamburger market with a $100-million deal to jack up its stake in

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the Smashburger chain to 85 percent.
JFC, through wholly-owned subsidiary Bee Good! Inc. currently owns 40 percent

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of Denver-based Smashburger, which operates 365 stores. JFC has exercised its long-
planned option to buy an additional 45 percent of Smashburger in a transaction that is
expected to be consummated in a month or two.
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This consolidation will increase Jollibee’s worldwide store network by 9.6 percent
T
to 4,162 and widen its footprint from 16 to 21 countries. Aside from the US, Smashburger
operates in Costa Rica, Egypt, El Salvador, United Kingdom (England and Scotland) and
EN

Panama.
“With this acquisition of more shares, JFC will have a more significant business in
UD

the United States. The US will increase its contribution to our worldwide sales from 5
percent to 15 percent,” JFC chair Tony Tan Caktiong said in a disclosure to the Philippine
ST

Stock Exchange on Tuesday.

“We believe that we will be able to profitably provide the mainstream American
consumer with superior-tasting products with excellent services at very good value for
U

money as we have demonstrated in the Philippines, China, Vietnam, Singapore, Hong

Kong, Brunei and the Middle East,” Tan Caktiong said.
CP

This will boost JFC’s overseas business to 30 percent of global sales from 20
percent at present, he said.
R

“We will eventually achieve our goal of 50/50 (percent) revenue split between the
FO

Philippines and foreign businesses even as our Philippine business continues to expand
strongly since our foreign business is growing even faster. It will only be a matter of time,”
he added.
Smashburger has been described by Jollibee as a “leading fast casual ‘better
burger’ restaurant known for its fresh, never frozen 100-percent certified Angus beef
burgers that are smashed on the grill to sear in the juices, creating an upscale quality burger
packed with flavor and served at a great value.”
The additional stake will be bought from Smashburger Master LLC, which will keep
a 15-percent stake in the business.

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INPUT

Communication and information are interdependent. When communication as a

process takes place, the transfer of information occurs. Information which is a message in the
communication process takes the form of knowledge, belief, meaning, or intention.

However, Albert Einstein, a famous physicist, once said, “Information is not

knowledge.” What do you think is the message that Mr. Einstein wanted to deliver?

According to Losee (1999), communication has the following characteristics:

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1. Communication is characterized by information transfer.
2. Processing takes place in communication systems.

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3. Both the sender and the receiver are actively involved in a communication
system.

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4. The quality of communications varies.

Informative Communication US
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Cambridge Dictionary defines the word inform as “to tell someone about something”
EN

while Merriam Webster defines the word as “to impart knowledge or information.”
UD

These definitions tell us that communication is used as a process in order to deliver

the necessary information, share knowledge in order to promote an understanding of
something.
ST

It is inevitable for people not to share belief, knowledge, and intentions as they interact
with others, this is the essence of communication. When communicators willingly and
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intentionally impart information about the many things in the world, the activities that they do,
CP

and the procedures and steps that they undertake, they become active participants in a
process called informative communication.
R
FO

Characteristics of Informative Communication

1. The purpose is to offer objective, factual information. Specific purpose and

thesis statements help establish a communicator’s goal.
2. The function is to clarify. The supporting details do not function to prove an idea
or provide reasons, but simply to explain.
3. The message is factual, and the communicator is perceived as a credible source
of information. The topic presented is not controversial or disputed.

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The Goal of Informative Communication

The ultimate goal of informative communication is to deliver messages that are

truthful, and objective, meaning free from subjectivities. For example, two different newspapers
will give similar facts on the procedures being undertaken by the government related to the
temporary closure of Boracay, or three or more TV broadcast on the series of events that took
place during the 2017 APEC meeting in Manila.

The many things that we do every day become important sources of information. This
information becomes basis for knowledge and data. When communication takes place, it is
also expected that information transfer takes place.

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Informative communication may be in the form of presentations such as speeches,
product knowledge, news reports on events, etc.

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Strategies to Make Informative Communication Clear and Understood

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1.
2.
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Simplify ideas- use simple rather than complex ideas.
Pace your information flow.
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3. Relate new information to the old.
EN

4. Avoid information overload.

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Strategies to Make Informative Communication Interesting

ST

1. Relate to your reader or listener’s interest.

2. Use attention-getting supporting material.
U

3. Establish a motive for your reader or listener to be more engaged.

CP

4. Use word pictures.

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5. Create interesting presentation aids.

FO

6. Use humor.

 Be certain your humor is appropriate to your listeners.

 Use humor to make a point.
 Make yourself the butt of the joke.
 Use humorous quotations.

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 Passage 2. Sample of a Well-Organized Informative Presentation

Title: Going Green in the World of Education

A. General purpose: To inform

B. Specific purpose: The audience will be able to describe some ways in which
schools are going green.

C. Thesis statement: The green movement has transformed school buildings, how
teachers teach, and the environment in which students learn.

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D. Introduction

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Attention getter: Did you know that attending or working at a green school can lead
students and teachers to have less health problems? Did you know
that allowing more daylight into school buildings increases

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academic performance and can lessen attention and concentration

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challenges? Well, the research I will cite in my speech supports
both of these claims, and these are just two of the many reasons
why more schools, both grade schools and colleges, are going
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green.
EN

E. Introduction of topic: Today, I’m going to inform you about the green movement
that is affecting many schools.
UD

Credibility and relevance Many researches have been made about schools who
have turned green. As students, you are already asked to make
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“greener” choices. Whether it’s the little signs in the dorm rooms
that ask you to turn off your lights when you leave the room, the
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reusable water bottles that were given out on move-in day, or even
our new Renewable Energy Center, the list goes on and on.
CP

Additionally, younger people in our lives, whether they be future

children or younger siblings or relatives, will likely be affected by
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this continuing trend.

FO

Transition I’ll begin with how K–12 schools are going green.

Body: I’ll focus today on K–12 schools and college campuses. It’s important to note
that principles of “going green” can be applied to the planning of a building
from its first inception or be retroactively applied to existing buildings.

A 2011 article by Ash in Education Week notes that the pathway to creating a
greener school is flexible based on the community and its needs. In order to garner
support for green initiatives, the article recommends that local leaders like
superintendents, mayors, and college administrators become involved in the green
movement.

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 Preview statement: In order to better understand what makes a “green school,” we
need to learn about how K–12 schools are going green, how college campuses are going
green, and how these changes affect students and teachers.
Once local leaders are involved, the community, students, parents, faculty, and
staff can be involved by serving on a task force, hosting a summit or conference, and
implementing lessons about sustainability into everyday conversations and school
curriculum.
Transition: As you can see, K–12 schools are becoming greener; college
campuses are also starting to go green.
Examples from the University of Denver and Eastern Illinois University show some
of the potential for greener campuses around the country.

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The University of Denver is home to the nation’s first “green” law school.
According to the Sturm College of Law’s website, the building was designed to use

ON
40 percent less energy than a conventional building through the use of movement-sensor
lighting; high-performance insulation in the walls, floors, and roof; and infrared sensors on
water faucets and toilets.

E
US
Electric car recharging stations were also included in the parking garage, and the
building has extra bike racks and even showers that students and faculty can use to
freshen up if they bike or walk to school or work.
T
Transition: All these efforts to go green in K–12 schools and on college campuses
EN

will obviously affect students and teachers at the schools.

The green movement affects students and teachers in a variety of ways.
UD

Research shows that going green positively affects a student’s health.

Many schools are literally going green by including more green spaces such as
ST

recreation areas, gardens, and greenhouses, which according to a 2010 article in the
Journal of Environmental Education by University of Colorado professor Susan Strife has
been shown to benefit a child’s cognitive skills, especially in the areas of increased
U

concentration and attention capacity.

CP

Conclusion
R

Transition to conclusion and summary of importance: In summary, the going-green

FO

era has impacted every aspect of education in our school systems.

Review of main points: From K–12 schools to college campuses like ours, to the
students and teachers in the schools, the green movement is changing the way we think
about education and our environment.
Closing statement: As Glenn Cook, the editor in chief of the American School
Board Journal, states on the Center for Green Schools’ website, “The green schools
movement is the biggest thing to happen to education since the introduction of technology
to the classroom.”
Adapted from: https://2012books.lardbucket.org/books/a-primer-on-communication-studies/s11-
01informative-speeches.html

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 ACTIVITY 1. Individual and pair work

Read again the passage entitled, Going Green in the World of Education. Then,
develop questions to find out whether the passage contains objective and factual
information. Write at least five (5) questions. Exchange your work with your seatmate and
let him/her write answers to your questions.

QUESTIONS ANSWERS
1.

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2

ON
E
3.

US
T
4.
EN
UD

5.
ST
U
CP

Persuasive Communication/Argumentative Communication

R
FO

Are you an influence to your community? Are you able to encourage or motivate or
change the belief of friends or even family members? If you do, then you have developed your
persuasive skills that will help you deliver advocacies for the greater good.

In Proverbs 25:11, it says, “A word fitly spoken is like apples of gold in a setting of
silver. ”This biblical passage implies that when words are carefully chosen, or spoken with
propriety according to the right occasion, they become more productive and become source of
knowledge or wisdom.

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 Beebe, S. et al. (2013) define persuasion as the process of attempting to change or
reinforce attitudes, beliefs, values or behavior. Persuading someone also means making that
person believe in what you believe in as the communicator.

In the same vein, argumentation is defined as, “the art of influencing others, through
reasoned discourse. It is the process of influencing the belief or behavior of a hearer or reader,
through spoken or written speech, by supplying him with reasons and stirring his feelings.

Like informative communication, persuasive communication also aims to deliver the

message the way you want it to be understood by the readers or listeners. It also requires a
well-organized presentation, so that the message is clear and gets across the audience.

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Day to day activities require us not simply to inform, but also influence, change the
mindset of others, or even simply teach. Every day, you are confronted by the most common

ON
persuasive materials in this too commercialized world—that is advertisement materials on print,
and television. As consumers, you need to be conscious of the arguments and evidences
before you are persuaded.

E
US
Unlike informative communication which is simply delivering knowledge or meaning,
persuasive communication requires more skills from the communicator.

Desmond Tutu, an awardee of Nobel Peace Prize for Peace, once said, “Don’t raise
T
your voice; improve your argument.” This being said, Tutu emphasized that persuading or
EN

influencing somebody does not require coercion, but requires soundness of argument. This is
also reinforced by the words of John Knox, a Scottish minister and a theologian, when he said,
UD

“You cannot antagonize and influence at the same time.” This means influencing requires one’s
power or capacity to effect change on the character, development or behavior of a person,
ST

according to Oxford Dictionary.

U
CP
R
FO

Nobel Peace Prize winner, Desmond Tutu is a South African Anglican cleric
and theologian.

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Persuasive or Argumentative Essay

Now that you have a basic understanding of what persuasion is, learn how to write a
persuasive or argument essay. The core or heart of a persuasive essay is proposition.
Proposition is the central idea or statement which you want your audience to agree. In other
words, it is the subject of argumentation.

Classes of Proposition

1. Proposition of fact is a statement that is concerned with the truth or falsity of an act
or judgment. It aims at belief. It tries to answer the question, “Is this true?” It aims at

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changing the audience’s belief–of what they think is true. The argument must always
use sound reasoning and solid evidence by stating facts, giving logical reasons, using

ON
examples, and quoting experts.

Example: Extra-judicial killings in the Philippines have dissuaded foreign investors to

E
invest in the Philippines.

US
2. Proposition of value is a statement that calls for the audience to judge the worth or
importance of something. It may be propositions comparing two ideas, things or
T
actions and suggests that one is better than the other. Moreover, it uses logic and
EN

reason to show that one idea is more legitimate than another.

Example: The women of today are more creative and productive than the women
UD

of the twentieth century.

ST

3. Proposition of policy is a statement that advocates a specific action to be done. The

word “should” is always part of the proposition. It attempts to persuade a reader to
adopt a certain point of view or to take a particular action.
U
CP

Example: A candidate for President of the Philippines should be required to have at

least a Master’s degree in Public Administration.
R
FO

Parts of a Persuasive Essay

1. Introduction

This part presents the topic and the thesis statement.

 The important points must be explained, so that the audience can clearly
understand the paper’s position.

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2. Body

This part states the facts of the case, thesis, supporting details and refutation.

 Give data/facts that support the paper’s position or points of argument.

These supporting details consist of statistics, information from reputable sources, and
other materials that are found in scholarly journals, government publications, and other
academic or professional fields. All cited information must be acknowledged.

 Prove the thesis with points of argument. Deliver the argument that builds
reasons from the least to the most important points.

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 Disprove the opposing claim (REFUTATION).

ON
Counter the viewpoints of the opposing side by giving contrasting evidence. This
includes finding mistakes and inconsistencies in the logic of the opposing
argument. Support your position with evidence. It would also be good if the

E
argument appeals not only to reason, but also to emotion.

3. Conclusion US
This part should not only summarize the essay, but also answers the question, “Why
T
am I writing this paper to this audience?” In so doing, a stronger conclusion is made, and will
EN

ultimately persuade the audience.

UD

 Formulate and state conclusions.

ST

The Use of Active Voice in Persuasive Communication

Use active voice. Expressions in active voice tend to be direct and personal. On the
U

other hand, messages in passive voice may be viewed as impersonal, and may affect the
CP

sincerity of the message. The doer may not be mentioned; thus, his/her responsibility is
obscured or hidden.
Consider the following messages:
R
FO

1. In an email to a parent, the teacher declared, “It was decided that your child
should undergo remedial classes.”
2. In a thank-you card, the supervisor wrote, “Your thoughtfulness and assistance
are greatly appreciated.”
These messages are stated in the passive voice. As a reader, you may have noticed
that the messages are less appealing because the doer of the action is not known. However,
when stating the message in the active voice, you would notice the clarity of the message since
the doer is clearly indicated like in the following sentences. I have decided upon evaluation that
your child should undergo remedial classes. As your supervisor, I greatly appreciate your
thoughtfulness and assistance.

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Passage 3. Sample Persuasive Speech

Topic: Please Help Keep the World Safe

Thesis: We should oppose gun ownership because guns are a weapon of violence and
the increase the number of children who die each year which in turn makes
people blind to the fact they are killing their own children.
Introduction: Question: How many of you think guns are necessary to protect yourself?

Would you feel the same way if you knew how often guns kill children? I don't think
so! Magazines usually tell people how beautiful and powerful guns are, and never mention

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how many children get hurt by guns every day. But I am here to ask all of you to oppose gun
ownership because the fact is that guns are a weapon of violence, they take more lives
away every year, and they make people blind to the fact they are killing their own children.

ON
I. Reason one: Having guns around the house creates the opportunity for lethal
violence.

E
A. People with guns who have unstable feelings or tempers can lead to violent
consequences very easily.
US
B. A friend of my father shot his wife because of a simple argument. (Explain)
T
II. Reason two: Guns pose such a significant risk to children.
EN

A. Thousands of children dying by the gunfire each year.

UD

1. Statistics: Eight children every day; and more than 50 children every week
were killed by the gunfire. And every year, at least 4 to 5 times as many kids
and teens suffer from non-fatal firearm injuries. (Children's Defense Fund and
ST

National Center for Health Statistics)

2. Do we really need guns in our society?
U

B. The rate of firearm deaths of children 0-14 years old is nearly twelve times.
CP

1. Great Britain, 57 in Germany, 109 in France, 153 in Canada, and 5,285 in the
United States. (National Center for Health Statistics, 1997)
R

2. According to a study led by Matthew Miller found that in states where more
FO

guns are available, children are more likely to be victims of firearm-related

deaths.
a. Children aged 5 to 14 living in one of the five high-gun states were twice as
likely to commit suicide or to be murdered, three times as likely to die from
firearm homicide, seven times as likely to die from firearm suicide, and 16
times as likely to die from a firearm-related accident. The study suggests the
higher death rates are largely related to gun availability and are not due to
difference in levels of poverty, education or urbanization in these states
(Humphries as cited in Miller study, p. 1).
b. People kill people with the use of guns.

131
 III. Reason three: Guns create more family tragedies.

A. Life can be taken very easily by improper use of firearms

1. Quote: "Kalie was my baby sister, she loved pink. We were playing with
her dolls.
“I found a gun in the drawer. It went off. I made Kalie go away. I hate me"
(Atwan, America Now, 2003.Page 260).

B. People might think that they can keep their weapons properly, but if there are
no guns at all, there would be no chance of any gun related accidents.

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C. Just think of Columbine High School and the senseless shootings there and all
the families impacted by that tragedy.

ON
Conclusion: Bullets cannot be taken back, and the profit of firearm businesses cannot buy

E
the lives that have been taken by firearms; therefore, we need to oppose gun

US
ownership. I challenge you, the audience, to oppose gun ownership and
save a life!
T
Preston (2009)
EN
UD

Types of Speeches According to Delivery

ST

Are you nervous about speaking in front of people? Do your hands get cold and
clammy when you are asked to speak in public? The good news is, you are not alone and
U

something can be done about this fear.

CP

John Ford, an acclaimed Academy Award-winning filmmaker, said, “You can speak
well if your tongue can deliver the message of your heart”. This quotation sends a powerful
R

message that, for at least once in your lives, you are given the opportunity to speak in public. It
cannot be denied that most people feel anxious about getting on stage and delivering a speech
FO

in front of people, but with the right mind-set, a clear purpose, and a sincere heart, then the fear
of speaking in public may be minimized or, at its best, be eliminated.

Public speaking is defined by Merriam-Webster as “the art of effective oral

communication with an audience”. This being said, public speaking then is an art that can be
learned and developed. Given the opportunities to speak, the right sources of information, and
an ample amount of interest and enthusiasm, you can be sure that in time, you can deliver a
speech that is able to send your message across to your audience.

132
 Generally, there are three types of speeches according to delivery. These are READ
SPEECH, MEMORIZED SPEECH, and IMPROMPTU/ EXTEMPORANEOUS SPEECH.

1. Read Speech. This type of speech is also called manuscript speech. This is a speech that is
delivered with a script of the exact words to be said, or as they call it, the speech is
delivered verbatim. Usually, this type of speech delivery is most preferred by those
who are new to public speaking. It gives them confidence that they have a copy of
what they have to say to the audience. They are assured that they will not forget
anything. Also, a manuscript speech is good to use if you want a flawless and well-
structured delivery.

The downside of this type of speech delivery is that most often, speakers become too

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focused on their manuscripts and they forget to make eye contact with their audience. They
tend to spend more time looking at their script instead! When they do this, they commit one of
the worst mistakes speakers can do while delivering a speech – they are unable to “connect”

ON
with their listeners, and they are unable to respond to them.

E
This type of speech may be used in the following occasions:

US
A. Grand Rally– A student leader running for a position may deliver a read speech so
s/he will be able to say all the things s/he needs to tell the student
T
body about his platform of government, his/her plans for the students,
etc.
EN

B. State of the Nation Address – the president of the country may read his/her speech
UD

as s/he gives the entire nation and its citizens an update of the state
of the country, including developments that have been made and
plans that have to be accomplished.
ST

C. News Report– TV broadcasters reporting the day’s news use this type of speech
U

as they read the news either from a piece of paper in their hand or
from a teleprompter in front of them.
CP

Below are links to some samples of manuscript speech delivered to an audience:

R

https://www.youtube.com/watch?v=N_58biEy5gY
FO

https://www.youtube.com/watch?v=Ip4Sp5aETsE

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ACTIVITY 2. Take turns reading aloud the speech on friendship below. It was written by a
student in celebration of friendship day.

Good afternoon everyone, respected teacher and my dear friends. Today, we have
gatherers here to talk about friendship day and its significance in one's life. I would like to
present in front of you a short speech on friendship day and would love to hear a response
full of excitement and fervor.

Friendship is that purest form of relationship which exists between every nest
relationship. In fact, all the relationships of the world begin with the purest form of friendship
but when talking about a friend, they have a special place in your life. It's indeed a matter of

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luck to have a truthful friend! True friendship is the unique gift that we get from God and it
makes life a beautiful celebration. It is our friends who make life a pleasurable journey by
making it an easier and joyous one. They will never ever laugh at any of your mistakes while

ON
they will give suggestions on making improvements on the same.

Even though your friend is involved in a busy schedule, they will find time for their

E
friends to help them in their difficult times. Friendship is one precious possession which can

US
neither be bought nor be sold. The essence of friendship germinates from the heart, and it
can be ended the day it starts depending on the materialistic possessions. It is to be noted
that true friends are the actual happiness of our life.
T
EN

Real friends are the one who will never forget their friends and will keep supporting
them no matter what. Each one of us gets problems in our lives every now and then and we
UD

need people around to support us emotionally and morally in the times of distress. In this
regard, our friends are the people who will keep guiding us.
ST

Thank you everyone.

*Sample of a read speech for Friendship Day

U

http://www.friendshipday.org/friendshipday-speech.html
CP
R

2. Memorized Speech. As the name suggests, a memorized speech is a type of speech that is
FO

committed to memory. This means that the speaker has memorized

the entire speech and has to deliver it without the aid of any paper,
cue card, or teleprompter.

The advantage of this speech delivery method is that the speaker has mastered what
s/he has to say, s/he can focus more on the audience and can freely move around the stage
while delivering the speech. This way, the speaker can establish rapport with the audience.
This can convey sincerity and honesty to the listeners.

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 The major disadvantage is that as human beings, you may be prone to forgetfulness –
and the worst occasion when this could happen is while delivering your memorized speech in
front of an audience! Imagine having a mental block out and not knowing what to say next!

Although this type of delivery is not recommended by experts on public speaking,

memorized speeches can be a very good exercise for one’s memory. There are many
speeches that have changed the course of the world, and it is also good to memorize them and
know a little about history.

Below are links to famous speeches whose excerpts you can memorize and practice
for delivery:

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Emma Watson for Gender Equality
https://www.youtube.com/watch?v=gkjW9PZBRfk

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Leonardo DiCaprio for Climate Change
https://www.youtube.com/watch?v=vTyLSr_VCcg

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US
ACTIVITY 3. Memorize the given excerpt from Martin Luther King, Jr.’s I Have A Dream
T
speech and be ready to deliver it in class.
EN

Let us not wallow in the valley of despair, I say to you today, my friends and so
even though we face the difficulties of today and tomorrow, I still have a dream. It is a dream
UD

deeply rooted in the American dream.

I have a dream that one day this nation will rise up and live out the true meaning of
ST

its creed: "We hold these truths to be self-evident, that all men are created equal."
I have a dream that one day on the red hills of Georgia, the sons of former slaves
U

and the sons of former slave owners will be able to sit down together at the table of
CP

brotherhood.
I have a dream that one day even the state of Mississippi, a state sweltering with
R

the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis
of freedom and justice.
FO

I have a dream that my four little children will one day live in a nation where they
will not be judged by the color of their skin but by the content of their character. I have
a dream today!
Note: This famous speech by American civil rights leader, Martin Luther King, Jr. was
delivered during the March on Washington for Jobs and Freedom on 28 August 1963.
KING (1963)

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3. Impromptu/Extemporaneous Speech. Impromptu or extemporaneous speeches are
delivered with little or no preparation time. The speaker may have an
outline of the things s/he wants to say, but overall, the speaker
delivers the speech directly from his/her thoughts. Most of the time,
this type of speech is spontaneously delivered. While this may be
nerve wracking for most people impromptu/extemporaneous speeches
are a great way to develop wit.

Impromptu and extemporaneous speeches sound natural; thus, they keep the
audience engaged and interested in the topic. For inexperienced speakers, though, this type
may make them feel nervous, and they may look awkward and not confident on stage.

LY
In reality, this type of speaking is the one you have been using all along. In all your
daily dealings with people around you, as students, sons or daughters, brothers or sisters, or

ON
as friends, you use impromptu, extemporaneous, or unrehearsed speeches. Every
conversation you have is impromptu in nature. So it is not difficult to develop your skills in
extemporaneous speaking because you have been doing it for a long time. You just need to

E
muster your courage to speak in front of an audience.

US
Below are links to impromptu speeches you can watch. Take note of the speakers’
gestures, facial expressions, delivery, etc.
T
Patricia Evangelista on the topic A Borderless World https://www.youtube.
EN

com/watch?v=jjwYW2ZdY04&t=99s
UD

Lupita Nyongo’s Oscar Best Supporting Actress Acceptance Speech in 2014

https://www.youtube.com/watch?v=73fz_uK-vhs
ST

ACTIVITY 4. List down at least three (3) current issues/news reports that are in your
U

news feeds on Facebook, Twitter, Instagram, etc. Share about these

CP

current issues/news reports in class.

The teacher can formulate questions based on the current issues/news reports
R

discussed in class. You are asked to study and read more on these issues.
FO

On the next meeting, you will be asked to pick out a question from a box
Prepared by your teacher. Then deliver a one-minute extemporaneous/impromptu speech
based on the question you have picked out.

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 Chapter 2

COMMUNICATION FOR WORK PURPOSES

As you take new responsibilities on your job, you should be familiar with the types of
communication that are commonly used and done in the workplace. The application of
technological tools (as discussed in Unit 1, Chapter7) and new communication trends in
business such as social media like Facebook, Twitter, Instagram, LinkedIn, and many more are

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useful in the preparation of these types of communication. Companies want their team players
to adapt to diverse situations, to continue to learn throughout their career (Krizan, Logan,
Merrier, & Williams, 2014), and one of which is writing important information about an

ON
organization, an individual, a project, and a product or service, and another is giving oral
presentations.

E
Written communication consists of formal letters, official memoranda, e-mail, minutes

US
of the meeting, proposals, flyers, posters, and many more; and oral presentations, on the other
hand, consist of speeches, meetings, and business/project/case presentations. Some of these
types are discussed in the following sections.
T
EN

LEARNING OUTCOMES
UD

At the end of this lesson, the students shall have been able to:
ST

1. identify the standard parts of the letter, memorandum, and e-mail;

2. write a business letter, memorandum, or e-mail;
U

3. prepare minutes of the meeting according to suggested format;

CP

4. write a cover letter and résumé; and,

5. prepare an oral presentation relating to your field.
R
FO

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 LY
ON
E
Pixabay.com
US
T
EN
UD
ST
U

MOTIVATION
CP

Discuss with a partner why you agree or disagree with this idea: “When
finding a job, it is not what you know, but whom you know that matters.”
R
FO

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INPUT

The Business Letter

The business letter is a formal message written to individuals within or outside an

organization. An e-mail can be both internal and external communication, and the
memorandum, however, is solely internal communication.

The letters that you write must create a lasting, positive impression on your readers.
You have only one chance to make a positive first impression, for you can be seen by your

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reader through the letter you write that speaks much about your character and personality.

ON
The format you choose, the stationery you use, and other supplementary elements
you incorporate will contribute to that impression.

E
In this section, you will learn the standard parts of the letter, the most common formats

US
followed in writing these letters, and write different types of communication.
T
EN

Standard Parts of a Letter

The standard parts of a letter are: heading and dateline or letterhead, inside address,
UD

salutation, body, complimentary close, and signature block.

ST

Heading. The heading consists of the return address of the letter sender and date the letter is
written. There are instances when the date is separated from the return address. If the
writer uses business stationery with letterhead, the dateline is typed at least two-line
U

space below the letterhead.

CP

The main components of the letterhead are: business name, business address, and
telephone number. Other information may also be included as optional elements such as
R

emblem or logo, e-mail address, website or URL, fax number, and others which the
FO

organization finds appropriate. The letterhead is commonly located at the top-center of the
business stationery, and the space allotted for is no more than two inches from the top edge to
the last line of text. Sometimes, part of the information may be placed at the bottom of the
page, about half an inch from the edge.

The date may be written in one of two styles: (1) month, date, and year: June 12, 20-
(common in the US and the Philippines) or (2) date, month, and year: 12 June 20-(for
international and military use). When using business stationery, key the dateline two lines
below the printed letterhead.

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Inside Address. The inside address contains the following: courtesy title before or after the
name of the receiver (Mr., Ms., Dr., Prof. or other titles like M.D., Ph.D., Ll. B.),
receiver’s name, professional title or receiver’s position in the company ( Manager,
President, Account Specialist), division/section/department name, company name,
and complete address of the company. The inside address is keyed three to five lines
below the dateline.

Salutation. The salutation is the greeting before the body of the letter. The salutation you use
depends on the formality of your relationship with your receiver. The titles, Reverend,
Father, Minister, General, Colonel, Secretary, and Governor followed by the
receiver’s surname should not be abbreviated. If you are unsure about a woman’s title
or status, and if more preferred by the addressee, use Ms. “The gender-neutral

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courtesy title Mx. can be used for people who either do not identify with a gender or
do not want to be identified by gender” (Ballard, para. 3).

ON
Other examples of improper salutations and the corresponding proper salutations of a
formal letter are given below:

E
Improper Salutations US
Proper Salutations
T
Dear Charity, Dear Ms. Santos:
EN

(informal/personal) Dear Miss Santos: (formal/impersonal)

Dear Mrs. Santos:
UD

Ladies and Gentlemen: Dear Ladies and Gentlemen:

ST

Dear Arch. Tagle: Dear Archbishop Tagle:

Dear Prof. Manalo: Dear Professor Manalo:
U
CP

Body. The body is the message of the letter. As much as possible, it should be limited to only
one sheet and written on one side of the paper. It is keyed two-line space below the
R

salutation, one-line space within the paragraph, and two-line space between
FO

paragraphs.

Complimentary Close. The complimentary close properly ends the message. It should match
the formality of the salutation. It is keyed double-space below the last line of the body.

Below are examples of complimentary close for formal, informal, and general business
letters. Notice that they are used interchangeably in three different types except for
“respectfully” which is entirely formal.

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 Formal Business Letters General Business Letters Informal Business Letters
Respectfully, Sincerely, Cordially yours,
Respectfully yours, Sincerely yours,
Very Respectfully yours,
Very truly yours, Truly yours, Sincerely,
Yours truly, Sincerely yours,
Yours sincerely,

Signature Block. The signature block contains the sender’s printed name and his or her

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written signature in either black or dark blue ink. Between the complimentary close
and the sender’s printed name is a four-line space for the signature. Courtesy titles
may or may not be included, but if the sender is holding a certain position in an

ON
organization, he or she may include his or her professional title in this section.

Samples of the complete parts are shown on the succeeding pages.

E
ACTIVITY 1. Preparing a Business Stationery
US
Bring to class a short-sized special bond paper. Create an original design of a
T
fictitious letterhead that contains the following information:
EN

 Business name
UD

 Business address
 Telephone number/s
ST

 E-mail address
 Logo
 Tag line/Slogan
U
CP

Position the letterhead at the top-center of the paper. All these information should
be placed within the two-inch space from the top-edge. Use your own creativity in designing
your letterhead.
R
FO

Memorandum and Email

Less formal and shorter than the letter is the memorandum or memo. It can be
addressed to several individuals within an organization. It is internal communication whose flow
can be upward (to superiors), downward (to subordinates), laterally (to peers), and diagonally
(to members of a network). Because of its informal nature, it is easier to compose, and less
rigid than the business letter. But keep in mind that you should use correct grammar, correct
spelling, standard language, and proper punctuation marks.

143
 The e-mail is almost similar in format to the memorandum, and can also be addressed
to several individuals, but a communication sent through e-mail is both internal and external.
The only downside of an e-mail is that it entails a certain risk because it is neither protected nor
private; therefore, messages that are confidential should not be sent through this channel. (See
format of an e-mail and a memo below.)

Tips for Writing a Professional E-mail

1. Begin with a greeting: Dear Ms. Muñoz, Dear Aila,...

2. If you are replying to a previous message, begin with a line of thanks:

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Thank you for your letter about…

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3. State your purpose: I would like to clarify…..
4. Add your closing remarks: I hope that this explanation has been very useful….

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5. End with a closing: Sincerely, Yours truly,…
From: https://englishlive.ef.com
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EN

AN E-MAIL TEMPLATE
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Jenna Molby
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contact@jennamolby.com
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contact@jennamolby.com
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Source: Marketo-20-email-template

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 FORMAT OF A MEMORANDUM

Memo

Blue Wrens Marketing

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To: All Field Sales Representatives

ON
From: Justin B.Ver
Area Supervisor

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Date: January 15, 20__

Re: Unnecessary charges for unofficial calls and texts

(The word Subject may also be used for Re.)
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EN

________________________________________________________________________

Now that we have upgraded our online sales orders, calls and texts are fast and
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an easy way to place and release orders. However, as per our policy, the use of company-
issued cell phones is restricted to work-related call and text only.
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In our recent Globe and Smart bills, call and text charges seem high compared to
the previous month, and they show private calls that are considered unofficial.
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You will be provided with a new scheme to avoid unnecessary charges for these
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transactions. Please see attached sheet for your perusal. Following this new scheme will
result in a more efficient use of your cell phone.
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FO

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 STANDARD PARTS OF THE BUSINESS LETTER USING CONVENTIONAL
HEADING AND FULL BLOCK STYLE FORMAT

Daffodils Street, Phase V

Gran Plains Subdivision Conventional heading
Jaro,Iloilo City
November 30, 20-

Ms. Camia L. Rosal

Unit Supervisor
South Point Nursing Care Inside address

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General Luna Street
Iloilo City

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Dear Ms. Rosal: Salutation

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I feel compelled to write this letter following my recent experience as a patient in
the Emergency Department on February 7, 20-. I have had
US many positive visits to the
hospital previously, but this time, was appalled at being made to wait for four hours before
being seen by a doctor. The attending nurse was rude to me and told me that it was a very
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busy day.
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Body
I was “not the priority”. At that time, I was experiencing a lot of discomfort in my
back, and having to sit for that length of time made it even worse.
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When I approached the front desk to ask about getting something for the pain, I
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was told to sit down and the nurse would “get to it ”when she had time.

You advertise your organization as being caring and patient and family-centered,
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but this obviously is not the case in your Emergency Department.

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I would most certainly appreciate an explanation in writing why things went so

wrong and what you plan to do about it.
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FO

I will appreciate hearing from you soon.

Truly yours, Complimentary close

CasCCalcular
CASIO C. CALCULAR Signature block

Body text: riskmanagement@hiroc.com

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 MODIFIED BLOCK FORMAT OF A BUSINESS STATIONERY WITH LETTERHEAD

SouthPoint Nursing Care

General Luna Street
Iloilo City
320-4126
southpointnursingcare@gmail.com

February 20, 20__

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Mr. Casio C. Calcular
Daffodils Street, Phase V
Gran Plains Subdivision

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Jaro, Iloilo City

Dear Mr. Calcular:

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Thank you for your complaints about our emergency department. First of all, a
four-hour wait in our department is not unusual. As you may be aware, wait times in this city
are a real problem yet to be resolved. There are many hospitals that struggle with the same
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issue.
EN

When I spoke to the nurse about being rude to you, she said that she wasn’t and
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further indicated:

 It was a very busy night, so she didn’t remember getting to your concern.
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 You were over-anxious about your pain.

 From her assessment, she felt you could wait to get your pain medication.
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As you mentioned in your letter, your previous experiences with us were positive
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visits because you were given the attention you truly deserve. This incident could just be
one of those isolated cases that usually happens on the busiest days at the emergency
room.
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FO

Once again, thank you for writing to us.

Sincerely yours,

CamiaLRosal
CAMIA L. ROSAL
Unit Supervisor

Body text: riskmanagement@hiroc.com

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ACTIVITY 2. Individual task: Writing an inquiry through e-mail

E-mail an inquiry to any online business website like Lazada, Shopee, O-Shopping,
Amazon, or Zalora for shopping needs; Expedia or Trivago for travel deals and hotel
accommodations; or ask Ada for some health issues (or your choice). Before sending your
email, have your letter checked by your teacher. Take a screenshot of your e-mail together
with the response to your inquiry. Then submit the hard copy to your teacher.

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Minutes of the Meeting

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The minutes of the meeting document the important things and issues discussed

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during a meeting. They are an essential communication document of any organization, for they
could be used as reference for clarification, decision-making, and issues arising in the future. It
is, therefore, necessary that any unit of an organization keep a record of its documented
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meetings both in soft and hard copies.
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Follow these simple guidelines below in writing the minutes of the meeting:
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1. Write in complete sentences.

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2. Use third person point of view (he, she, it, they, the staff, or Mr. Kim).

3. Use either passive or active voice

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Active: The group decided to postpone the activity.

Passive: The previous minutes have been approved and seconded.
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4. Use standard language and avoid big words, colloquial, or literary expressions.
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5. Use either past tense or present perfect tense in recording past issues and
events, and future tense for incoming events.

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 FORMAT OF THE MINUTES OF THE MEETING

MINUTES OF THE MEETING

Accounting Department
March 5, 20-
Conference Room

List of Attendees:
• Present
• Absent
Presenter: Name of the person presiding the meeting (Meeting called to order by…)

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I. Approval of Agenda
II. Review and Approval of Minutes of the Previous Meeting

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III. Business Arising from the Minutes (Section 2, line 5 needed to be clarified……)
IV. New Agenda: Write the agendum/agenda.
A. Heading1

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Write in complete sentences and use third person point-of-view.
(Mr. Tan reviewed the contract…)
B. Heading 2
V. Adjournment: Time the meeting was adjourned
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Prepared by: Printed name and signature of recorder
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Approved by: Name and signature of the head of the unit/presenter

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ACTIVITY 3. Group and pair work: Writing the Minutes of the Meeting

Form two groups depending on your class size (for a class of 30: 10 members in a
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group). With your group mates, do the following tasks:

CP

Group work: Meet with your group mates and plan for an activity.
(Example: party event/ community outreach/ feeding program/ medical mission/
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team building).
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 Choose a presenter who will preside the meeting.

 To assume the recorder’s task, each member must record the things that have
been discussed in the meeting.

Pair work: After the meeting, pair up with your classmate and draft the minutes of the
meeting. Follow suggested format and guidelines in writing. Since this is
the first meeting, skip Parts I – III. Begin with the Agenda of the Meeting.
 Revise and type the minutes in a short-sized bond paper. Your teacher will
give you further instructions on this task.

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Cover Letter and Resume

The application letter is the cover letter of your résumé. It is written to an organization
or company offering a job. There are two types of a cover letter:

1. Solicited cover letter – is written in answer to a job advertisement posted in

newspapers, bulletin boards, and announced on radio, television, etc.

2. Unsolicited cover letter– is written in the hope that a job vacancy is available in a
company that has not posted job openings.

A well-written cover letter should give preliminary information about you and should

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encourage your prospective employer to read more about your qualifications in your résumé.

ON
However, many recruiters believe that the cover letter is unnecessary in job
application. “Cover letters have got to die.” (Bitte, as cited in Cain, 2017, para. 3). Rachel Bitte,
who has over 20 years of experience as recruiter in Apple and Intuit, wished that job seekers

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should not waste their time on cover letters because they contain redundant and useless

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information (Cain, 2017). But to be safe, ask whether or not the company would require you to
submit a cover letter. If it so requires, follow the AIDA principle (Attention, Interest, Desire, and
Action); you may apply these four steps in writing your cover letter. See the application of AIDA
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principle in the sample cover letter on page 155.
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Your résumé gives your prospective employer tangible evidence about your
professionalism, that is, your skills both personal and technical, your education, job experience,
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and other information, all summarized in this self-marketing tool. It will convince your
prospective employer that you are the right person to be hired for the job.
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A résumé may be presented in any form such as portfolio, CD, videotape, or an online
résumé with special text formatting or posted on a company’s job search website. However, for
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immediate and fast access to this tool, your recruiter would want it on hand for reference, just in
CP

case an interview is obtained. So, it makes sense if you submit a standard written résumé in
your job application.
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Make your résumé standout by considering a design strategy. Use boldface,

underline, italics, CAPITALS, bullets•, or asterisks* to emphasize important points. Allow
FO

ample spaces for margins, easy to spot headings, and a larger boldfaced name. Font style
should be sans serif: Arial, Calibri, or Courier, or consider Times New Roman. Font size may
be 10 – 12 point, and you may use 14 point for your name to stand out from the rest. Look at
different versions and choose a layout you think works best. Your goal is to make your résumé
attention-grabbing.

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Major Sections of a Résumé:

Opening. The opening is composed of the heading, career objective, and your option to
include the summary of qualifications.

 The Heading includes your name, address, telephone number/mobile phone

number, and e-mail address/web address. Use an e-mail address that projects
professionalism. If your e-mail address is Al_coholic@yahoo.com or
maniac_Al@gmail.com, you project an image that you are unreliable and
unable to represent the company in a professional manner (Krizan et al., 2014).

 The Objective or Career Objective will tell if the type of position you seek

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matches the company’s interests. Be brief, clear and direct in writing your
objective.

ON
Here are Examples:

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Objective: To obtain a summer practicum in marketing with Blue Wrens Company.

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Career Objective: To obtain a position as webmaster with Income Property Builders,
Incorporated.
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EN

 The Summary of Qualifications highlights the important facts of your skills,

accomplishments, achievements, or education related to your career path. Here
is an example:
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Summary of Qualifications:
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Graduated with a Bachelor of Science in Business Administration with emphasis on

computer information systems. Worked part-time for four years in a variety of jobs from building
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custodian to hotel night manager/bookkeeper. Gained experience in working effectively with

CP

people using a computerized reservation system.

Education. This section includes the name and address of your school, inclusive dates of
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attendance, major or course of study, graduation or expected date of graduation.

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Equally helpful information, such as your Grade Point Average (GPA), academic
honors, and extra-curricular activities, can be placed in a separate heading. Your
education can be the strongest section if you are a recent graduate.

Important Reminders:

 Elementary and high school education should not be listed in this section.
 If you have attended several schools or took different courses, arrange dates in
reverse chronological order by starting from the most recent information. This
order should also be applied to other sections where dates are needed like your
work experience.

151
Work Experience. This includes your relevant job experience. If you have more than one work
experience, list them in this section starting from the most recent job. Include the
company name, location or address, inclusive dates of employment, position held,
and brief description of your duties.

For an entry-level résumé, this section should detail any paid or unpaid jobs you held,
whether it is contractual, part-time or full-time job, on-the-job-training, volunteer work, and other
kinds of job. Include roles, description of your duties, name of organization, dates, and location.

Use specific action word to describe your duty. For past experiences, use the simple
past tense of the verb, and present tense for your present job. The following action words can

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be used to describe job accomplishments:

Example: • Invented a vest with a built-in cooler system

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• Designed a state-of the-art green building

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achieved
administered
completed
designed
demonstrated
developed
increased
initiated
managed
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operated
organized
participated
researched
reviewed
tested
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conducted encoded mastered proposed utilized
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created facilitated motivated filed provided

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Skills. This section will highlight your suitability to the position you want to fill in. For
applicants who do not have any professional experience, hiring managers will pay
attention to skills to find out if the candidate has the right skill set for the job (Resume
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Coach, n. d.). Skills may include hard and soft skills:

CP
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FO

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 Hard Skills Soft Skills (Attributes)

Computer software excellent

communicator
(MS Word, Excel,

Laboratory marketing meticulous creative-thinker

customer service sales trustworthy pleasant

disposition

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language ability Mechanical/ punctual courteous/
electrical

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polite

Budgeting hotel/restaurant dedicated earnest

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management learner

project
management
building/carpentry US articulate resourceful
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EN

writing/speaking leadership determined self-motivated

caregiving/nursing Layout designing open-minded insightful

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ST

From: https://media1.pic search.com

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CP
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153
Achievements and Awards. This section is non-compulsory. However, if you have received
an award that is relevant to your prospective position, do not hesitate to include it
with its date of recognition.

Activities. Include noteworthy extra-curricular activities, positions held, scholarships,

community outreach, volunteer work, and leisure activities.

References. The question whether to include or not to include this section depends on the
need of your prospective employer. For entry-level résumé, enough space will
allow you to include this part; otherwise, make this list available on a separate
sheet just in case your employer asks for it. Your list should include at least three

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references of professionals who could speak positively about your qualifications
for the job. Be sure to ask their permission before listing their names as

ON
references. If they are contacted, they will not be surprised and will surely give
prepared recommendations for you.

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For different versions and layout of a résumé, visit the following sites:
•https://www.resumecoach.com
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•https://www.thebalancecareers.com
•https://www.resumegenius.com
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EN
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CP
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 SAMPLE COVER LETTER SHOWING AIDA PRINCIPLE

Joan O. Arca
Lot 4, Block 3, Imperial Homes, Mandurriao, Iloilo City
09173334445; joanOarca@yahoo.com
______________________________________________________________

April 20, 20-

Mr. Jan S. Porto

Store Manager

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S-Mart, Iloilo Center
Mandurriao, Iloilo City

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Dear Mr. Porto: Opening grabs Attention

As a highly motivated and dedicated student with strong communication and

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interpersonal skills, I would like to apply for the position of Casual Retail Sales
Assistant.
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As a student I have been extensively involved in school activities, which has
allowed me to develop strong interpersonal skills. My involvement in various events,
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such as college programs and sports competitions, has allowed me to work closely
with my peers while supporting the school community as a whole. Rouses Interest
EN

These experiences have allowed me to develop strong time management and

organizational skills, which I see as being very important when seeking to work as
UD

casual employee while continuing to study.

Creates Desire
Personal attributes that I believe make me suitable for this position include:
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 Motivation: Volunteer participation and school results demonstrate high

motivation.
 Customer Service: Assisting with the sale of products at community events
has allowed the development of customer service skills.
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 Communication: Coordinating an event and hosting as an emcee for

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school events has allowed the development of my communication skills.

My teachers have commended me for my willingness to participate and my
dedication to helping out where possible. I enjoy working with others and believe that
my strong communication skills will ensure that I can meet the expectations of this
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role.
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I am aware that you will receive a large number of applications for this job, but
I would very much appreciate the opportunity to demonstrate my capabilities to you in
person.
I believe that I have a lot to offer your organization. I am keen to develop my
professional skills and look forward to discussing my application with you at an
interview. I have enclosed a copy of my resume for your consideration. I can be
contacted at all times on the details provided above.
Truly yours, Closing prompts Action

Joan O.Arca
JOAN O. ARCA

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 SAMPLE RESUME TEMPLATE 1
______________________________________________________________________
[FIRST NAME][LAST NAME]
[Address]·[Phone]
[EMAIL]· [LINKEDIN PROFILE]·[TWITTER/BLOG/PORTFOLIO]

[Briefly state your career objective, or summarize what makes you stand out. Use language
from the job description as keywords.]

Experience [Include paid or unpaid jobs, practicum, volunteer work, special

assignments, responsibilities as student leader, etc.]

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[Dates From] – [To]

ON
[Job Title], [COMPANY]
[Describe your responsibilities and achievements in terms of impact and results. Use
examples, but keep it short.]

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[Dates From] – [To]
[Job Title], [COMPANY]
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[Describe your responsibilities and achievements in terms of impact and results. Use
examples, but keep it short.]
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Education
EN

Skills
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[Month Year]
[Degree Title], [SCHOOL]
[It is alright to brag about your GPA, awards, and honors. Feel free to summarize your coursework
ST

too.]

[Month Year]
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[Degree Title], [SCHOOL]

CP

[It is alright to brag about your GPA, awards, and honors. Feel free to summarize your
coursework too.]
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 [List your strengths relevant for the role  [List one of your strengths]
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you’re applying for]  [List one of your strengths]

 [List one of your strengths]  [List one of your strengths]

Activities

[Use this section to highlight your relevant passions, activities, and how you like to
give back. It is good to include leadership and volunteer experiences here. Or show off
important extras like publications, certifications, languages and more.]

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ACTIVITY 4. Individual task: Writing a cover letter and résumé

Write a cover letter and résumé responding to the job advertisement on the
following pages. Assume that the advertisement was posted in Panay News, issued on __
(date a week ago). You may use the résumé template provided above or the template below.
If your résumé does not contain enough details that would merit the attention and
consideration of a prospective employer, add headings that may include your Hobbies,
Interests, and Affiliations. The goal is to make your letter and résumé as original and
impressive as possible while keeping it truthful by using your own personal and academic
information.

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Note to the teacher: Create additional positions where students can match their
qualification.

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RESUME TEMPLATE 2

[Name]
[Address]
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[phone]
EN

[e-mail address]
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ST

Objective
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CP

Education
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Experience
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Skills

Activities

157
Attention College Students!!!
Do you want to gain work experience in line with your course? Do you want to earn
extra cash in your spare time? Do you want relevant training to impress your future
boss? Then let Gold Wealth Group of Companies help you! Apply for a part-time job
with us, and earn extra while gaining valuable experience!

Gold Wealth Group of Companies

(A member of Morgensen International)
is offering summer/part-time jobs for college students.

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Customer Service Trainee
• Any four-year course

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• Highly customer-oriented and interested in achieving customer satisfaction
• Must have very good oral and written communication skills
• Responsibilities include acting as front-line contact with customer, responding

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to customer problems/requests, and ensuring customer satisfaction
Accounts Trainee
• Business-related course preferred
• Highly interested in sales
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• Must have good oral and written communication skills
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• Responsibilities include acting as front-line contact with customer, responding

to customer needs, ensuring customer satisfaction, and creating new
accounts
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Computer Support Service

• Computer Science or any computer-related course
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• Must have good communication skills

• Responsibilities will include assisting in research, development, testing, and
application of software in distribution and marketing
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Office Assistant Trainee

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• Any course
• must have excellent oral and written communication skills
• Responsibilities will require office and correspondence work
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Front Desk Clerk

• Tourism course or any related field
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• Must be highly customer-oriented and interested in achieving customer

satisfaction
• Responsibilities will include acting as front-line contact with customer,
responding to customer needs and requests, and ensuring customer
satisfaction

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 Restaurant Crew
• Hotel and Restaurant Management Course
• Must be highly customer-oriented and interested in achieving customer
satisfaction
• Must have the ability to pay attention to small details
• Must have training in cooking local and international cuisines
• Responsibilities will require attending to customer orders, serving orders,
cooking, and keeping kitchen and dining areas orderly and clean

Assistant Auto Mechanic

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• Mechanical and Electrical Engineering Courses
• Willing to be trained in front-end alignment, brake, work and transmissions
• Knowledge in electrical systems

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General Qualifications (for all positions):

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A bona fide student of any university, 17-25 years old, computer literate,
dynamic, with initiative, systematic, responsible, self-motivated, result-oriented,
fast learner, with good moral character
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Please address your letter and resume to:
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Mr. Adrianne A. Grandioso

Human Resource Director
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Gold Wealth Group of Companies

Iloilo Business Center, Megaworld
Mandurriao, Iloilo City
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Credits: Tim Pesquera

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CP
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Oral Presentations
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Sometime in your professional career, you will be asked to make an oral presentation.
You might be assigned to introduce a new product, present a project proposal or a case study,
preside a meeting, introduce a speaker, give a motivational speech, present a new policy or
development of a project, or be interviewed. The nature of your oral presentation will depend
on your position either in the rank and file or managerial position. Apply what you have learned
in Chapter 1 about oral presentations.

159
Preparing the Oral Presentation

Determine your purpose. Most oral presentations are given to inform the audience
about important information and motivate or influence them to make a decision.

Analyze your audience. Consider their age, knowledge, interests, beliefs, attitudes
and reactions about your topic. Likewise include time of presentation and expect objections and
issues to be raised regarding your topic. The point here is to build your presentation based on
your audience’s analysis.

Gather supporting data. Gather ideas from different sources such as print,

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electronic, primary, and secondary sources. You may also want to cite realistic examples from
your experiences and of others’. Make sure that sources in print and electronic media are

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credible sources and should be duly cited and acknowledged.

Organize your presentation. Sort out your materials and decide which ones to

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include, exclude, or keep for later use. Always remember to stick to your purpose and topic.

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Choose appropriate audio-visual aids. To add variety, clarity, and interestingness
to your presentation, carefully plan your audio-visual aids to hold your audience’s attention from
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start to finish. Make use of available technological tools to incorporate your presentation.
EN

Prepare your presentation. Your presentation will have three main parts:
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Opening. Get the attention and interest of your audience. A few ways to open a
presentation include a quotation, an anecdote, a question or series of questions, a surprising
statement, an experience, or an interesting story. “Storytelling is becoming an increasingly
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important component of business communication, and it is a technique being used effectively

by Ernst & Young, Hewlett-Packard, Imagineering, Walt Disney and many other large
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companies” (Krizan et al., 2014, p. 418).These techniques will set the mood of your audience.
CP

Body. The main part of your presentation gives the key points of your topic. The
information you gather, the main points you discuss, should be clear to your audience. This
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part of your presentation should be carefully planned. Outline your ideas to keep a clear focus
on relevant information.
FO

Closing. The closing summarizes your presentation. Give your audience a signal that
your presentation has come to an end. Use the expressions: In closing, In summary, To recap,
or pause for a moment or change your stance to close your presentation.

Finally, rehearse your presentation. Plan your actions such as walk, gestures, and
avoid destructing mannerisms. Rehearse in front of a mirror, look at how you enunciate the
words while taking note on mispronunciation.

160
ACTIVITY 4. Team work: (Presentation in a small group) One to Two-Minute Presentation

Form groups of 4 – 5 students. Each student in the group has to speak for one to two
minutes on one of the following topics (no two persons in the group should speak on the same
topic):

1. The importance of time management in your studies and at work

2. The advantages of making the campus a totally smoke-free environment
3. Someone who has influenced your life most and why
4. The disadvantages of using Facebook

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5. Actors and athletes: paid too much?
6. Universal uniform or dress code

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7. The use of animals in scientific research
8. Nuclear weapons: global peacemakers or killing devices
9. (Your choice)

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As part of your presentation, use storytelling. Find a story or create a story that may
relate to the chosen topic.
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Visit the following sites on how storytelling is done in business talks:
• https://hbr.org/2014/03/the-irresistible-power-of-storytelling-as-a-strategic-business-tool
EN

• https://www.forbes.com/sites/forbescommunicationcouncil2017/11/20/storytelling-
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ST
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CP
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FO

161