GE PURCOM (Purposive Communication)

MODULE 1

COMMUNICATION IN THE TWENTY-FIRST

CENTURY

Name: Program and Year:

Instructor: Course Schedule:

Course Description:

Purposive Communication is about writing, speaking, and

presenting to different audiences for various purposes. This is a
three-unit course that develops students’ communicative
competence and enhances their cultural and intercultural awareness through multimodal
tasks that provide them opportunities for communicating effectively and appropriately to a
multicultural audience in a local or global context. It equips students with tools for critical
evaluation of a variety of texts and focuses on the power of language and the impact of
images to emphasize the importance of conveying messages responsibly. The knowledge,
skills, and insights that students gain from this course may be used in their other academic
endeavors, their chosen disciplines and their future careers for them to compose and produce
relevant oral, written, audio-visual and/or web-based output for various purposes. (Based on
CMO No. 20 Series of 2013).
Course Intended Learning Outcomes:
1. Describe the nature, elements and functions of verbal and non-verbal communication
in various and multicultural contexts;
2. Determine culturally appropriate terms, expressions and images;
3. Evaluate multimodal texts critically to enhance receptive (listening, reading, viewing);
4. Explicate ideas through oral, audio-visual, and/or web-based presentations for
different target audiences in local and global setting using appropriate registers;
5. Create clear, coherent and effective communication materials;
6. Present ideas persuasively using appropriate tone, style, conventions, and reference
styles
Time Frame
Each module will depend on your learning speed and your level of organization. Our
expectation of your commitment to study entails that you spend at least 5 hours a day
reading and completing each lesson.
Margin Icons
While working through this MODULE you will notice the frequent use of margin icons.
These icons serve to “signpost” a particular piece of text, a new task or change in activity;
they have been included to help you to find your way around this MODULE.

A complete icon set, is shown below. We suggest that you familiarize yourself with
the icons and their meaning before starting your study.

Outcome Activity

Module 1 COMMUNICATION IN THE TWENTY-FIRST

CENTURY
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Overview

All of us are constantly in a state of giving and receiving communications. Problems

arise when one does not receive, or understand, the message sent in the communication as it
was intended, or when one subconsciously sends a nonverbal message that contradicts the
spoken word. This module attempts to help students understand the importance of good
communications skills at school and at work. It will focus on (1) the understanding of
communication and its components, (2) the process and elements of communication, (3) the
principles behind it, and (4) ethics of communication.

Module Objectives

At the end of the module, students are expected to:

1. Describe the core principles of communication;
2. Understand the importance of good communication skills
3. Differentiate ethical from unethical communication;
4. Know the principles and processes of communication as embodied in the
communication models provided.
5. Apply communication principles in various contexts.

Introduction

Alexander (1984) stated that communication occurs when a sender expresses an

emotion or a feeling, creates an idea, or senses the need to communicate. The
communication process is triggered when the sender makes a conscious or an unconscious
decision to share the message with another person—the receiver. It is a process wherein the
exchange of information between two or more people (Bernales, Balon and Biligan, 2018).
Keyton (2011) supported this notion of communication when he defined it as
Communication can be defined as the process of transmitting information and common
understanding from one person to another. For communication to succeed, both the
participants must be able to exchange information and understand each other. If this flow of
information is interrupted or blocked communication fails.
Communication is also affected by the larger systems within which it takes place. For
example, different cultures have distinct understandings of appropriate verbal and nonverbal
behaviors. Many Asian cultures place a high value on saving face, so Asians try not to cause
personal embarrassment to others by disagreeing overtly. It is inappropriate to perceive
Asian cultures as passive if they don ‘t asserts themselves in the ways that many Westerners
do. Arab cultures consider it normal for people to be nearer to one another when talking than
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most Westerners find comfortable, and in Bulgaria, head nods mean “no” rather than “yes”.
Different regions from the same country may also have different ways. Even within a single
region, there are differences based on ethnicity, religion, gender, and other factors.
Therefore, adept communication skills and embodying the ethical principles of
communication help us to converse and transmit the message effectively to our target
audience. Furthermore, it hones our moral and intellectual capacity making as not just a
good communicator but a listener as well, thus avoiding and mitigating misunderstanding
and further implications of both parties in the actual scenario of communication.

Lesson 1 – Nature, Definitions and Components of

Communication

Lesson Objectives:

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By the end of this lesson, students are expected to:
1. Understand the importance of communication in the society.
2. Identify and explain the various communication modes and how they help in
expressing one ‘s communication intents;
3. Use the communication modes appropriately depending on the content of the
communication situation

COMMUNICATION
As we all know, human communication is vital for survival and it is one thing in life
that we cannot avoid to do.
The word "communication" derived from the word "communis", which means
common.
If we are going to describe communication, it would be an "act of transferring or exchanging
information, messages, or opinions from one person or large scale of people using any means
or medium.

OTHER DEFINITIONS OF COMMUNICATION

1. Communication is a process by which we assign and convey meaning in an attempt to
create shared understanding.
- This process requires a vast repertoire of skills:
 Intrapersonal and interpersonal processing
 Listening
 Observing
 Speaking
 Questioning
 Analyzing
 Evaluating
2. It can be seen as processes of information transmission governed by three levels of
semiotic rules:
 Syntactic
 Pragmatic  Semantic

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3. Communication is an indispensable part of our daily lives, and so is language. We
engage in communication activities every day, but the kind of language or register we use
depends on the context or domain we find ourselves in. As college students, you must be
prepared to face any situation that necessitates the application of your communication skills.
You may be asked to report in class, deliver an informative speech, prepare a business letter,
conduct a seminar, and do many other tasks that may be assigned to you, which will
eventually help you in the field of work or occupation after college life.
4. Communication is a systemic process in which people interact with and through
symbols to create and interpret meanings (Wood, 2017). Communication is a process, which
means that it is ongoing and dynamic. Communication takes place within systems. A system
consists of interrelated parts that affect one another. Because systems are organized wholes,
they are more than simple combinations of parts. As families, groups, organizations, and
societies evolve, they discard or adapt old patterns, generate new patterns, lose some
members and gain new members.
5. The communication done by animals is relatively different from humans. The manner
by which we communicate or use different gestures, facial expression, etc. to communicate
is different from the dance that is done by bees to instruct their hive-mates on the location of
food or the chimpanzees that have been taught to express themselves using sign language
like deaf humans.

Below are concepts about communication from different perspectives of some famous
authors.

"Communication is transfer of information from one person to another, whether or not

it elicits confidence, But the information transferred must be understandable to the
receiver."
- G.G. Brown
"The most important thing in communication is hearing what isn't said."
- Peter Ducker
"Communication is a means of persuasion to influence other so that desired effect is
achieved"
- Aristotle
"Communication is sharing ideas and feelings in a mood of mutuality" -
Edgar Dale
"Communication is a process of sharing experiences till it becomes a common
possession. It modifies the dispositions of both parties who partakes it. - John Dewey

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TYPES OF COMMUNICATION ACCORDING TO MODE
A message may be imparting through these types; verbal-non-verbal and visual.
While communication is often thought of as verbal, the non-verbal mode is equally essential
as it enhances one ‘s message.
A. VERBAL COMMUNICATION
(Linguistics) The process of sending and receiving messages with words,
including writing and sign language.
It refers to the form of communication in which message is transmitted
verbally.
Communication is done by word of mouth and a piece of writing.

 VERBAL COMMUNICATION: ORAL

- Spoken words are used
- It includes face-to-face conversations, speech, telephonic conversation, video,
radio, television, voice over internet.
- Communication is influenced by pitch, volume, speed and clarity of speaking.
 Verbal Communication: Oral- Advantages 
It brings quick feedback.
 In a face-to-face conversation, by reading facial expression and body language
one can guess whether he/she should trust what ‘s being said or not.  It saves
time in communication.
 It is quick in obtaining feedback once delivered.
 It provides complete understanding of communication delivered and there is
chance to make it clearer in case of doubts in interpretation of words or ideas.
 It is more reliable method of communication.
 It is flexible and effective for all.
 It is powerful means of persuasion and control.
 It is cheaper way of communication and hence saves money.
 Verbal Communication: Oral- Disadvantages  It
has issues when communicating with distant people.
 It is difficult for certain people to understand speech due to various speech
tones used in verbal communication.
 This form of communication is not suitable for lengthy message.
 There is chance of leak of secret information with the help of modern devices
such as polygraph or lie detector. Often secret information can be obtained
while the person is under the influence of alcohol.
 VERBAL COMMUNICATION: WRITTEN
- In written communication, written signs or symbols are used to communicate.
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 - In written communication message can be transmitted via email, letter, report,
memo etc.
- Written communication is most common form of communication being used in
business.

B. NONVERBAL COMMUNICATION
Nonverbal communication is the sending or receiving of wordless messages.
Such gesture, body language, posture, tone of voice or facial expressions is
called nonverbal communication.
It is all about the body language of speaker It
has three elements:
1. Appearance (speaker) - Clothing, hairstyle, neatness, use of cosmetics; Appearance
(surrounding) – room size, lighting, decorations, furnishings
2. Body language - facial expressions, gestures, postures
3. Sounds - voice tone, volume, speech rate
C. VISUAL COMMUNICATION
Visual communication, on the other hand, is the type of communication that uses
visuals to convey information and/or messages. Some examples are signs, symbol,
imagery, maps, graphs, charts, diagrams, pictograms, photos, drawings or
illustrations, and even various forms of electronic communication.
Visual communication now occupies an important place in any work environment. For
instance, during presentations, instructors, managers, doctors, lawyers, legislators and the
like use visuals to transfer data into digestible information. Very likely, they have greater
success in catching the attention of the audience making the latter easily recall the
information.
TYPES OF COMMUNICATION ACCORDING TO CONTEXT
This sub-section, context in communication is referred to as composite of people interacting
with each other. Communication may also be classified according to context: (1)
intrapersonal; (2) interpersonal.
A. INTRAPERSONAL COMMUNICATION
The Latin prefixes intra-means within or inside. Intrapersonal communication
then means talking to oneself. Some label it as self or inner talk, inner dialogue.
Psychologists call it with other names such as self-verbalization or self-statement.
Intrapersonal communication can be defined also as communication with one‗s
self, and that may include self-talk, acts of imagination and visualization, and
even recall and memory (McLean, 2005).
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 Example:

You read on your phone that your friends are going to have dinner at your
favorite restaurant. What comes to mind? Sights, sounds, and scents?
Something special that happened the last time you were there? Do you
contemplate joining them? Do you start to work out a plan of getting from your
present location to the restaurant? Do you send your friends a text asking if they
want company? Until the moment when you hit the ―send button, you are
communicating with yourself.

Communications expert Leonard Shedletsky examined intrapersonal

communication through the eight basic components of the communication
process (i.e., source, receiver, message, channel, feedback, environment,
context, and interference) as transactional, but all the interaction occurs within
the individual (Shedletsky, 1989). From planning to problem solving, internal
conflict resolution, and evaluations and judgments of self and others, we
communicate with ourselves through intrapersonal communication. All this
interaction takes place in the mind without externalization, and all of it relies on
previous interaction with the external world.

B. INTERPERSONAL COMMUNICATION
Interpersonal communication can be defined as communication between two
people, but the definition fails to capture the essence of a relationship. This
broad definition is useful when we compare it to intrapersonal communication,
or communication with ourselves, as opposed to mass communication, or
communication with a large audience, but it requires clarification. The
developmental view of interpersonal communication places emphasis on the
relationship rather than the size of the audience, and draws a distinction
between impersonal and personal interactions. Family for many is the first
experience in interpersonal relationships, but as we develop professionally, our
relationships at work may take on many of the attributes we associate with
family communication. We look to each other with similar sibling rivalries,

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 competition for attention and resources, and support. The workplace and our
peers can become as close, or closer, than our birth families, with similar
challenges and rewards. To summarize, interpersonal relationships are an
important part of the work environment.

Lesson Activity 1: ESSAY WRITING

Directions: After reading the module lesson 1, make an ESSAY of 300
words or more about three (3) examples of communication that you experience in
your day to day life as a member of your family, as a student, and as a member of the
community in this time of pandemic. Classify these examples according to the type of
communication it falls under.
Note: (Write your answers on a separate sheet of paper for submission.)

You may refer to the rubric given on how your answer will be graded. (20pts)
Score Completion Accuracy Comprehension Organization
20 The answer is All Content Content is
complete. information demonstrates a deep wellorganized and
provided is understanding of, easy to read. Points
accurate. and engagement follow a logical
with, the text(s). progression.
19-14 The answer is Most Content Content is
missing slight information demonstrates wellorganized and
details provided is understanding of, easy to read. Points
accurate. and engagement follow a logical
with, the text(s), progression.
13-6 The answer is Some Content Content is
missing multiple information demonstrates basic organized and easy
details. provided is understanding of the to read. Points
accurate. text(s). follow a mostly
logical progression.
5- Content suggests A small Content
0 lack of preparation amount of the demonstrates less Content may be
unorganized and
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 or comprehension. information is than basic difficult to read.
accurate. understanding of the Points do not follow
text(s). a solidly logical
progression.

Lesson 2: The Process and Elements of

Communication
Lesson Objectives :

By the end of this lesson, students are expected to:

1. Identify the elements of communication in various texts; and

2. Illustrate the communication process

COMMUNICATION AS PROCESS
In a survey conducted by the Katz Business School at the University of Pittsburg,
organizations rated communication skills as the most important factor used in selecting their
management staff. The study found that oral and written communication skills were
important in predicting job success, as was the ability to communicate well with others in the
workplace (Mtd Training, 2010).
This result makes sense after all since communication is innate to us. Therefore, for us
to be able to communicate well is important. If we are not able to communicate well, the
messages we send get lost in translation (Mtd Training, 2010). Similarly, Bernales, Balon
and Biligan (2018) stated that when the flow of information is blocked for some reason or
the parties cannot make themselves understood, then communication fails.
“Communication is the art and process of creating and sharing ideas. Effective
communication depends on the richness of those ideas.” So how do we communicate
effectively?

We must consider a deeper understanding of the process and elements of

communication. Communication process may be simple to complex depending on the
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situation. To understand the process there is a need to know the elements or components of
the process.

ELEMENTS OF COMMUNICATION PROCESS

Speaking and listening are vital elements of communication. Therefore, in any
communication situation, you are both speaker and listener. (Villamarzo, 2003)
Eugene White (1960) mentions eight stages in the cycle of communication. These are:
 Thinking
 Symbolizing
 Expressing
 Transmitting
 Receiving
 Decoding
 Reacting, and
 Monitoring

Gronbeck defines model as ―a picture or a representation of a thing or process that

identifies the key parts or elements and indicates how each element affects the operations of
all of the elements.
Communication Model, therefore, is a sketch that shows the basic elements of the
communication process, and how each element affects the other elements in the entire
communication process as a system
COMPONENTS OF COMMUNICATION SENDER AND RECEIVER
-A person could be both a sender and a receiver in a conversation. The person
who intends to convey the message with the intention of passing information
and ideas to others is known as sender or communicator. Receiver is the person
who receives the message or for whom the message is meant for. It is the
receiver who tries to understand the message in the best possible manner in
achieving the desired objectives.

MEDIUM (CHANNEL)
-The person who is interested in communicating has to choose the channel for
sending the required information, ideas etc. This information is transmitted to
the receiver through certain channels which may be either formal or informal.
-Is the means used to exchange or transmit the message
-The channel or medium is the language you use
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 MESSAGE (CONTENT)
-In rhetorical and communication studies, a message is defined as information
conveyed by words (in speech or writing), and/or other signs and symbols. A
message (verbal or nonverbal, or both) is the content of the communication
process.

FEEDBACK
-Feedback is the process of ensuring that the receivers have received the
message and understood in the same sense as sender meant it.

NOISE
-This can be any sort of interference that affects the message being sent,
received, or understood. It can be as literal as static over a phone line or esoteric
as misinterpreting a local custom.
SITUATION or CONTEXT
- It refers to the time and place in which communication occurs
- This is the setting and situation in which communication takes place. Like
noise, context can have an impact of the successful exchange of information.
It may have a physical, social, or cultural aspect to it
THE COMMUNICATION PROCESS

The goal of communication is to convey information—and the understanding of that

information—from one person or group to another person or group. This
communication process is divided into three basic components: A sender transmits a
message through a channel to the receiver. (Figure shows a more elaborate model.)
The sender first develops an idea, which is composed into a message and then
transmitted to the other party, who interprets the message and receives meaning.
Information theorists have added somewhat more complicated language. Developing a
message is known as encoding. Interpreting the message is referred to as decoding.
The other important feature is the feedback cycle. When two people interact,
communication is rarely one‐way only. When a person receives a message, she
responds to it by giving a reply. The feedback cycle is the same as the sender ‐receiver
feedback noted in Figure 1. Otherwise, the sender can't know whether the other parties
properly interpreted the message or how they reacted to it. Feedback is especially
significant in management because a supervisor has to know how subordinates
respond to directives and plans. The manager also needs to know how work is
progressing and how employees feel about the general work situation.
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 The critical factor in measuring the effectiveness of communication is common
understanding. Understanding exists when all parties involved have a mutual
agreement as to not only the information, but also the meaning of the information.
Effective communication, therefore, occurs when the intended message of the sender
and the interpreted message of the receiver are one and the same. Although this should
be the goal in any communication, it is not always achieved.
The most efficient communication occurs at a minimum cost in terms of resources
expended. Time, in particular, is an important resource in the communication process.
For example, it would be virtually impossible for an instructor to take the time to
communicate individually with each student in a class about every specific topic
covered. Even if it were possible, it would be costly. This is why managers often leave
voice mail messages and interact by e‐mail rather than visit their subordinates
personally.
However, efficient time‐saving communications are not always effective. A low‐cost
approach such as an e‐mail note to a distribution list may save time, but it does not
always result in everyone getting the same meaning from the message. Without
opportunities to ask questions and clarify the message, erroneous interpretations are
possible. In addition to a poor choice of communication method, other barriers to
effective communication include noise and other physical distractions, language
problems, and failure to recognize nonverbal signals.
Sometimes communication is effective, but not efficient. A work team leader visiting
each team member individually to explain a new change in procedures may guarantee
that everyone truly understands the change, but this method may be very costly on the
leader's time. A team meeting would be more efficient. In these and other ways,
potential tradeoffs between effectiveness and efficiency occur. (The Communication
Process)
There are many communication models that can be used to visually describe different
communication situations. Here are some models that will allows us to get a deeper
understanding of the communication as process.

COMMUNICATION MODELS

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 ARISTOTLE’S MODEL OF COMMUNICATION

Aristotle proposed the model before 300 B.C. He found the importance of the audience
role in communication chain. This model is more focused on public speaking than
interpersonal communication.
Aristotle ‘s Model of Communication is formed with five (5) basic elements, namely:
1. Speaker, 2. Speech, 3. Occasion, 4. Audience, and 5. Effect.
Aristotle advises speakers to build speech for different audience on different time
(occasion) and for different effect.
Aristotle defined communication (called RHETORIC in his time) as ―the faculty of
observing, in any given case, the available means of persuasion. The model shows the
process which the speaker must follow to communicate his idea or message to his
intended listener.
This process involves four steps:
1) A Speaker discovers some logical, emotional and ethical proofs;
2) He arranges these materials strategically;
3) He clothes the ideas in clear, compelling words; and 4) He delivers the resulting
speech appropriately.

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 SHANNON-WEAVER MODEL

The Shannon and Weaver model is a linear model of communication that provides a
framework for analyzing how messages are sent and received.
It is best known for its ability to explain how messages can be mixed up and
misinterpreted in the process between sending and receiving the message.
The Shannon Weaver model mathematical theory of communication follows the
concept of communication in a linear fashion from sender to receiver with the
following steps:
1. Sender (Information Source)
- The Shannon Weaver model starts with the sender or “information source”.
They are the person (or object, or thing – any information source) who has the
information to begin with. The information source starts the process by
choosing a message to send, someone to send the message to, and a channel
through which to send the message.

- A sender can send a message in multiple different ways: it may be orally

(through spoken word), in writing, through body language, music, etc.

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 - Example: An example of a sender might be the person reading a newscast on
the nightly news. They will choose what to say and how to say it before the
newscast begins.
2. Encoder (Transmitter)

- The next step in the Shannon Weaver model is the ‘encoder’. The
encoder is the machine (or person) that converts the idea into signals that can be
sent from the sender to the receiver. The Shannon model was designed
originally to explain communication through means such as telephone and
computers which encode our words using codes like binary digits or radio
waves.
- However, the encoder can also be a person that turns an idea into spoken
words, written words, or sign language to communicate an idea to someone.
- Examples: The encoder might be a telephone, which converts our voice
into binary 1s and 0s to be sent down the telephone lines (the channel). Another
encode might be a radio station, which converts voice into waves to be sent via
radio to someone.

3. Channel

- The next step in the Shannon Weaver model is the ‘channel’. The channel
of communication is the infrastructure that gets information from the sender
and transmitter through to the decoder and receiver. We sometimes also call
this the ‘medium’.

- Examples: A person sending an email is using the world wide web

(internet) as a medium. A person talking on a landline phone is using cables and
electrical wires as their channel.

4. Noise - The next step in the Shannon Weaver model is ‘noise’. Noise interrupts a
message while it’s on the way from the sender to the receiver. It’s named after
the idea that ‘noise’ could interrupt our understanding of a message. There are
two types of noise: internal and external.

- Internal noise happens when a sender makes a mistake encoding a

message or a receiver makes a mistake decoding the message. Here’s the two
points where it can happen:

 At the point of encoding (for example, when you misspell a word in a

text message);

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  At the point of decoding (for example, when someone misinterprets a
sentence when reading an email)
- External noise happens when something external (not in the control of
sender or receiver) impedes the message. So, external noise happens:

 At the point of transmission through the channel (for example, when

we’re having a conversation by a busy highway and the receiver is having trouble
hearing over the sound of cars) 5. Decoder
-The next step in the Shannon Weaver model is ‘decoder’. Decoding is the
exact opposite of encoding. Shannon and Weaver made this model in reference
to communication that happens through devices like telephones. So, in this
model, there usually needs to be a device that decodes a message from binary
digits or waves back into a format that can be understood by the receiver.

-If we’re talking about direct communication between people without the use of
technology, there may still be a need for decoding. For example, you might
need to decode a secret message, turn written words into something that makes
sense in your mind by reading them out loud, or you may need to interpret
(decode) the meaning behind a picture that was sent to you.

6. Receiver
-The next step in the Shannon Weaver model is ‘receiver’ The receiver is the
endpoint of the original Shannon and Weaver model of the technical
communication process. This is the step where the person finally gets the
message, or what’s left of it after accounting for noise.

7. Feedback -The final step in the Shannon Weaver model is ‘feedback ‘.

Actually, the ‘feedback’ step was not originally proposed by Shannon and
Weaver in 1948. Norbert Weiner came up with the feedback step in response to
criticism of the linear nature of the approach. (‘Linear’ means that the messages
are only going one way).
-Feedback occurs when the receiver of the message responds to the sender in
order to close the communication loop. They might respond to let the sender
know they got the message or to show the sender:
 Whether they got the message clearly without noise
 How well they understand the message

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 OSGOOD-SCHRAMM MODEL OF COMMUNICATION

Osgood-Schramm’s model of communication is known as a circular model

because it indicates that messages can go in two directions. 24 Hence, once a person
decodes a message, then they can encode it and send a message back to the sender.
They could continue encoding and decoding into a continuous cycle. This revised
model indicates that: 1) communication is not linear, but circular; 2)
communication is reciprocal and equal; 3) messages are based on interpretation; 4)
communication involves encoding, decoding, and interpreting. The benefit of this
model is that the model illustrates that feedback is cyclical. It also shows that
communication is complex because it accounts for interpretation. This model also
showcases the fact that we are active communicators, and we are active in
interpreting the messages that we receive.
The cyclical communication model is based on the theory and belief that
communication is a two-way street. This means there’s at least a sender and a
recipient. The model contains at least one other element as well; the message itself.
Usually communication takes places along the traditional path with a wasteful
recipient and sender. The recipient and sender can also be one and the same. This
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 is called intra-personal communication. The former is called interpersonal
communication. Where several other models and theories about communication
are linear in nature, the Schramm Communication Model is circular. This means at
least two parties are required to send and receive a message. Both the sender and
the recipient have to encode and decode the message to interpret the message
correctly.
According to the Schramm Communication Model, communication is circular and
the sender and recipient of the message can be the same person. A message is
encrypted and passed on to the same person or to a different person. It is up to the
recipient to decrypt the message, interpret it, and then encode it again before
sending the message to a new recipient (circular).

 EUGENE WHITE’S STAGES OF ORAL COMMUNICATION

According to White, it is possible to begin at any of the stages outlined in his model.
People are under the mistaken impression that when we communicate, we usually start
with thinking, but that is not necessarily the case. Since it is a circular model, it means
that oral communication is a continuous process with no real beginning or end. The
most important contribution from Eugene White’s model is the concept of feedback,
which can only be processed by the speaker if he or she has been monitoring the
audience or the listener. Hence, the speaker must also pay attention to the listener’s
verbal and non-verbal cues (Flores, 2016).

In conclusion, communication is not a simple process that starts with the speaker and
ends with the listener- there are many factors that should be considered. When it comes to
the message, how the message is organized and what field of experience it comes from
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should be taken into consideration. When it comes to the sender, the best communication is
the one that involves feedback. Furthermore, there are several kinds of noise that may
severely affect the reception of the message and thus, should be considered and avoided.
Cultural differences, technology, and interpretation need to be considered as well. To be
good communicators, one needs to pay attention to how people are responding to the
message, and adjust accordingly, rather than being preoccupied with simply expressing
oneself.

Lesson 2 Activity 1: COMMUNICATION MODELS

APPLIED
Directions: Watch this YouTube video The Random Videos. COMMUNICATION
PROBLEMS | Funny Video [Video file] Retrieved from
https://www.youtube.com/watch?v=dBT6u0FyKnc
After watching the video and reading the lesson, answer the following questions: (5pts
each)
(Note: Write your answers on a separate sheet of paper for submission.)

1. Who was the sender? What was his/ her motivation or intention for participating in the
communication situation?
2. Who was the receiver? What was his/ her motivation or intention for participating in
the communication situation?

3. What was/were the sender’s message/s? How did the receiver/s interpret the
message/s?
4. What was the medium used? Was it effective in conveying the message/s?
5. What was/were the feedbacks? How did the receiver/s send the feedback/s?
6. Was there any noise? If yes, how did the noise affect the message/s?

Lesson 2 Activity 2: ILLUSTRATION.

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 Directions: Create and illustrate your own communication model and explain briefly.
(20pts)
(Note: Write your answers on a separate sheet of paper for submission.)

Lesson 3 : Communication Ethics

Lesson Objectives :

By the end of this lesson, students are expected to:

1. Identify and explain the different ethics in communications; 2.

Differentiate ethical from unethical communication;
3. Apply these ethics in real life situations.

ETHICS AND COMMUNICATION

Ethics is defined as a set of rules or guidelines; these are theories as to which is right
or wrong. In communication, ethics is considerable important because it would likely guide
everyone to effective communication. Theses ethical principles are universal in the sense
that all people should consider these things because of their vitality in the communication
process and effectiveness.
Communication ethics emphasizes that morals influence the behavior of an individual,
group, or organization thereby affecting their communication. For instance, given the
unethical communication practice of a certain company of concealing the non-remittance of
deducted premiums from employees‗ salaries to the SSS or the Social Security System (or
GSIS or Government Service Insurance System in the case of government offices), the
company’s accountability to its employees is undoubtedly affected. Compare this situation
with that of an organization that observes ethical practice and remits the employees ‘monthly
contributions to the SSS or GSIS regularly. It is important to note that one’s behavior should
be regulated by honesty, decency, truthfulness, sincerity, and moral uprightness.

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ETHICS OF COMMUNICATION

Communication ethics is the notion that an individual's or group's behavior are

governed by their morals which in turn affects communication. Generally speaking,
communication ethics deals with the moral good present in any form of human
communication. This includes interpersonal communication, mass mediated
communication, and digital communication.
 The questions that need to be asked are the following:
1. What do ethics have to do with communication?
2. How can ethics (the consideration of right and wrong) help us in
crafting our communications?
3. Is it possible to be an effective communicator and yet not an ethical
communicator?

―Questionsof right and wrong arise whenever people communicate.

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." – from the National Communication Association credo

Communication ethics concerns not only the individual, but is of great concern to
businesses, corporations, and professional entities. A business with unethical
communication practices is not effective as one with ethical communication practices.
For example, a business with unethical communication practices may withhold
evidence that it is harming the environment or breaking a law through a lack of
transparence; while a business with ethical practices will immediately press a release
to the affected parties. In this example, transparency makes the business more
effective because it notifies its clients, prospective or established, providers/ suppliers,
or other affiliates of the potential environmental hazard or law violation. In other
words, in this example transparency will encourage trust and good faith, that the
effective business will not conceal what is in the interest of its audience. (Bernales,
Balon and Biligan, 2018).
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ETHICAL PRINCIPLES OF COMMUNICATION
It is important to understand that whatever we communicate should be guided by
certain ethical principles. The US National Communication Association (NCA, 1999)
discusses this in their Credo for Ethical Communication, stating that, "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. We believe that unethical communication threatens the
quality of all communication and consequently the well-being of individuals and the
society in which we live.
In their Credo, there are four ethical principles of communication that are especially
relevant for students today.
 Firstly, they "advocate truthfulness, accuracy, honesty, and reason as essential to
the integrity of communication" (NCA, 1999). Nowadays, social media and
speeches in public have been so filled with black propaganda and whitewashing
that there is a call to reiterate the need for truth and honesty. It is important to be
accurate when we communicate, and to have facts and figures to prove our
assertions. It is important to be reasonable, rather than to be too emotional or
threatening when we communicate.
 Secondly, the NCA also endorses "freedom of expression, diversity of perspective,
and tolerance of dissent to achieve the informed and responsible decision-making
fundamental to a civil society" INCA, 1999) In certain political climates, people
may feel threatened to the point that they no longer feel that it is safe to express
what they feel or think. This is not a good environment to live in. We fully agree
with the NCA that to have a vibrant democracy, we must be able to hear different
perspectives and have a high tolerance for views that are different from ours. It is
important to foster an environment where people feel safe enough to express what
they think and feel, and for these expressions to be met with reasonable dialogue
and debate, rather than outright censure or violence.
 Thirdly, the NCA (1999) states that they "condemn communication that degrades
individuals and humanity through distortion, intimidation, coercion, and violence,
and through the expression of intolerance and hatred" (1999). This condemnation
is important because it safeguards society from racism, sexism, and violence
against oppressed peoples. History has shown us that a tolerance for hate speech,
as well as speeches that incite violence and the act of killing, have often instituted

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 such violence in society, whether this is in the context of slavery, colonialism, or
misogyny.
 Lastly, the NCA (1999) states that communicators should accept responsibility for
the short- and long-term consequences of our own communication and expect the
same of others.All too often, there have been people who do not feel accountable
for their actions. Therefore, if one risks to communicate maliciously spread false
news, or incite hatred of violence, he or she should be ready to face the
consequences of such actions. States are beginning to realize this, especially in the
porous medium of social media.

Every time we communicate; we should consider the consequences of our actions. If

people were more responsible in their use of communication, there would be less conflict in
this world. Even though The four principles above are short and concise, they are important,
because they help us discern the difference between ethical and unethical communicators.

Lesson 3 Activity 1: Situational

Directions: Read and cite situational examples that portray violated or
applied ethical principles of communication in this time of pandemic. Give two (2)
examples for each ethical principle. (3pts each) (Note: Write your answers on a
separate sheet of paper for submission.)

1. “Advocate truthfulness, accuracy, accuracy, honesty, and reason as essential to the

integrity of communication.” (NCA, 1999)

Situation1:____________________________________________________________
______________________________________________________

Situation2:____________________________________________________________
______________________________________________________

2. “Freedom of expressions, diversity of perspective, and tolerance of dissent to achieve

the informed and responsible decision-making fundamental to a civil society.” (NCA,
1999)

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 Situation1:____________________________________________________________
______________________________________________________

Situation2:____________________________________________________________
______________________________________________________

3. “Condemn communication that degrades individuals and humanity through

distortion, intimidation, coercion, and violence, and through the expression of
intolerance and hatred.” (NCA, 1999)

Situation1:____________________________________________________________
______________________________________________________

Situation2:____________________________________________________________
______________________________________________________

4. “Accept responsibility for the short and long term consequences of our own
communication and expect the same of others.” (NCA, 1999)
Situation1:____________________________________________________________
______________________________________________________

Situation2:____________________________________________________________
______________________________________________________

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 Lesson 3 Activity 2: Essay
Directions: Read and answer the following questions below. (3pts each)
(Note: Write your answers on a separate sheet of paper for submission.)

1. Why is it important to be ethical in communicating today?

2. Why does unethical communication threaten the quality of all communication,
and consequently the well-being of individuals and the society in which we
live?
3. When you think of politicians today, would you say that they have been
communicating in an ethical manner?
4. Why do people communicate in an unethical manner?
5. What consequences can you think of because of this?

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