WEST PRIME HORIZON INSTITUTE, INC.

V. Sagun Cor. M. Roxas St.

San Francisco Dist., Pagadian City

Purposive Communication
Module 1-3
Name:
___________________________________

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 PREFACE

Communication is what connects us as human beings. Society cannot function

without communication, whether it is face-to-face conversation across a dinner table or
video conferencing across international boundaries. But because it is a regular part of our
lives, almost like breathing, communication is often thought of, as something we are just
naturally born to do.
This module will introduce several concepts about communication beginning from
the Ancient Greeks until the twenty-first century. This module clears up this
misconception. Communication, seemingly natural and therefore, it has to be learned and
mastered. Communication is an art, a science, a process, and a technique. It will illuminate
several perspectives about communication since it is an important skill that should be
honed to become better citizens and to help in building one‟s society.
Communication will help us explore the use of English in the world, as well as its
usage in the Philippines. It will also discuss the perils of language, and how we can find
the seeds of racism, sexism, and classism in the language that we use and what can we do
to ensure that one‟s language is as academic and inclusive as possible. The goal is for the
student to learn that effective oral communication is the bridge to success in the real world
outside the classroom.

Dearest students,

I pray that as you receive this module you are well and good.
If you got questions and concerns, please do not hesitate to contact me.
I am praying for you and I am looking forward in your success!
May the Lord God bless you and keep you in these trying times.

Instructor’s Info:
IRISH GEALIC R. CASTAÑO
Mobile nos.:09102864703
FB account: Gealic
Gmail account: [email protected]

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 WEST PRIME HORIZON INSTITUTE, INC.
V. Sagun Cor. M. Roxas St.
San Francisco Dist., Pagadian City
Mobile No.: 0920-798-3228 (smart)

______________________________________________________________________________
______________________________________________________________________________
________________________
Course Outline in Purposive Communication
Course Name Purposive Communication
Course Code Gen Ed 5
Course Credit 3 units
Pre-Requisite None
Course This course focuses on four macro skills and
Description presenting to different audiences and for various purposes
which develop the 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, focusing on the power of language and
the impact of images that emphasize the importance of
conveying messages responsibly. The knowledge, skills,
insights and values are gained from their chosen
discipline as they apply them to relevant oral, written,
audio-visual and/or web-based output for various
purposes.

This course is intended to produce mature, highly-

skilled and competent graduates who live with a quality
life locally and globally with holistic curriculum, adaptive
for the 21st century learners who are highly competitive
individuals and can apply theories into real-life situation.

Learning At the end of the course, the students would be able to:
Outcomes
Knowledge
1. Describe the nature, elements, and functions of verbal
and non-verbal communication in various and
multicultural contexts.
2. Explain how cultural and global issues affect
communication.
3. Determine culturally appropriate terms, expressions,
and images.

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 4. Evaluate multimodal texts critically to enhance
receptive (listening, reading and viewing) skills.
Summarize the principles of academic text structure.

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

Values
1.Adopt cultural and intercultural awareness and
sensitivity in communication of ideas.
2.Appreciate the differences of the varieties of spoken and
written language.
3.Adopt awareness of audience and context in presenting
ideas.
4.Appreciate the impact of communication on society and
the world.
COURSE REQUIREMENTS
 Submit assignments and project on time and pass the quizzes and
examination.
 Complete outputs/ portfolios

GRADING SYSTEM
 Major Examinations
20%
 Activity/Reports/Projects
40% Quizzes/Work sheets/ Assignments/Attendance
40%

Total
100%
MIDTERM GRADE TENTATIVE FINAL
GRADE

Prelim Examination 25% Semi-final Examination 25%

Midterm Examination 25% Final Examination 25%
Class Standing 50% Class Standing 50%
Total 100% Total
100%

Final Grade = Midterm Grade + Tentative Final Grade

2

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Prepared by: Noted and Verified by:

IRISH GEALIC R. CASTAÑO TEODORA L. RAPADAS

Faculty College Dean

Approved by:

ARIEL S. BINAG
Acting School President

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 WEST PRIME HORIZON INSTITUTE, INC.

-College-

Module 1Communication in the Twenty-First

Century
Week: 1

LESSON 1 Communication Models

You are now about to start the first lesson of the Week. Read the learning materials below then
complete/answer the given task.

Specific Learning Outcomes

At the end of the lesson, you will be able to:
a. Understand the importance of communication in society;
b. Know the principles and processes of communication as embodied in the
communication models provided; and
c. Relate the communication models to their experiences and apply them to
their own communication processes.

INTRODUCTION
What do you think of when you hear the word “Communication”?

Most of you would think a speaker delivering a speech before an audience

is, communication, is NOT JUST the mere transfer of messages from one person
to another just like a “balikbayan” box being delivered to one‟s doorstep, rather it
involves Speaker imparting ideas, concepts and to the audience which tis called
“COMMUNICATION”.

COMMUNICATION is about two people talking face to face, through

phone calls or via internet. Communication also involves transaction. For example,
(a person wants to talk to someone about something because that person needs
something from that someone.) Even buying a snack in a sari-sari store is
considered a communication.

COMMUNICATION is stirring up idea in the mind of another,

shares of ideas among a group of people, imparting concepts to the audience

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and also describes as sharing of experience publicly for the common good. It helps
us interact with each other to have better understanding with individual opinions
and ideas.

Almost everything you have done in the morning may be considered

communication. Note that even the ringing of your alarm clock in your phone or
chatting to your special someone saying “Good morning” using the Messenger
App is considered communication. This is because the central process with the use
of mobile phones, etc. to all communication is the message that stirs up ideas in the
mind of another or the listener through verbal and nonverbal communication
behavior. However, being able to talk to does not guarantee that you are already a
good communicator since communication has to be learned and more importantly
be mastered.

LESSON 2: Explaining the Process of

Communication

The best way to understand communication is to see it graphically. Several

researchers have come up with their own models based on what they want to
emphasize as being an important component of communication. These are the
following our models:

Communication Models
1.Aristotle’s Model of Communication
Aristotle‟s model of communication is the earliest
model that comes from around 5 B.C. In this model,
Aristotle explains that speakers should adjust their
messages according to their audience and the occasion to
achieve a particular effect. (See picture below as an
example )
After the Japanese attacked Pearl Harbor on December 7, 1941, then US
President Franklin Roosevelt delivered a stirring speech to declare war on Japan on
December 8 (National Geographic, 2017). Speech was crafted especially for the
occasion, in which it was filled with strong words that were crisp and straight to
the point. The main audience was the US Congress; and the result turns out was to
persuade members of the Congress to declare war on Japan, which they did, with
only one dissenting vote. Thesekind of components of speaker, speech occasion,
audience, and effect should be considered when communicating one‟s message.

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 Take Note!

Although Aristotle focused on the Speaker and the Message, the most important
part in his model is the Setting where the Listener is situated. It is the setting that
dictates the Message. The three setting in Aristotle‟s time were:
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  Legal Setting means the courts where ordinary people defended themselves
(there were no lawyers then).
 Deliberative Setting means the political assemblies, the highest of which
was the Roman Senate.
 Ceremonial Setting means the celebrations held when they won a war,
when they lost a leader or had a new one, and when they welcomed a
visiting leader from another kingdom or country.

2.Shannon -Weaver’s Model of Communication

The Shannon-Weaver model was created
by Claude Shannon and Warren Weaver which
tell us the concept of “noise”. This is often
called the Telephone Model, because it is based
on the experience of having the message

Claude Elwood interfered with by “noise” from the telephone

Shannon Warren Weaver
switchboard back in the 1940s. According to
the website Communication Theory.Org, in 1948, Shannon and Weaver wrote an
article in the Bell System Technological Journal entitled “A Mathematical Theory
of Communication.” The sender would be the person giving the message, while the
encoder would be the transmitter which converts the message into signals.

Let us use the modern example : mobile phone.

With our modern example, the encoder would be the

cellphone, and the sender, of course, would be the person
calling. The decoder, on the other hand, would be the
reception place of the signal which converts signals to
message, which is why in modern parlance, when there is
“no signal”, there is difficulty in decoding the message.

The receiver would be the destination of the message by sender which would
be the person who is being called- and when there are problems, or “noise”, that
interferes with the message, then the receiver would give feedback, which is
usually phrased as “choppy”, when the message cannot be heard because of the
signal. The messages are transferred through the use of a channel; in the case of the

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telephone, the channel would be the cables, while in the case of the cellphone, the
channel would be the radio frequencies (Communication Theory.Org). This model
can also be used in other situations, and can tell us how the message may
sometimes get lost because of the noise, which can be physical or psychological,
and how feedback is an essential component of communication to ensure that the

message is successfully received.

3.Schramm’s Model of Communication (1955)

For the message to reach the receiver, there must be a Wilbur Schramm

common field of experience between the sender and the receiver.

Although the receiver might not fully appreciate all the nuances of
the message, as there are parts of the sender‟s experience that the
receiver has no knowledge of, the receiver may still understand the
core meaning of the message. According to Sneha Mishra (2017),
this field of experience may constitute “culture, social background,
beliefs, experiences, values, and rules.”

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 Take Note!
 Wilbur Schramm is considered as the Father of Mass Communication.
The Schramm Model (1955) we are concerned with is the concept that
explains why communication breakdown occurs. Schramm asserts that
communication can take place if and only if there is an overlap between the
Field of Experience of the Speaker and the Field of Experience of the
Listener.

Wilbur Schramm is considered the founder of the field of Communication

Studies. He was the first individual to identify himself as a communication
scholar; he created the first academic degree-granting programs with
communication in their name; and he trained the first generation of
communication scholars.
 Field of Experience is everything that makes a person unique such as
everything he/she has ever learned, watched, seen, heard, read, and studied.
In other words, it is everything a person has ever experienced or have not yet
experienced, done or not done.

4.Eugene White’s Model of Communication

The last model is Eugene White‟s Stages of Oral Communication, which tells us
that communication is circular and continuous, without a beginning or end. This is
why he made a cyclical model. According to White, it is possible to begin at any of
the stages outlined in his model. People are under the misconception 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.

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

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considered. When it comes to the message, how the message is organized and what
field of experience it comes from should be taken into consideration. When it
comes to the sender, the best communication is the one that involves feedback.

Take Note!

 The Concept of Feedback is the most important contribution from Eugene

White‟s model to the field of communication. Feedback is the perception by
the Speaker about the response of the Listener. The Speaker can only receive
feedback if the Speaker is monitoring the Listener. The Speaker will know
what the Listener‟s response is only if he/she is paying attention. Hence, the
Speaker must also pay attention to the Listener‟s verbal and non-verbal cues.
 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 consider 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.

P.S. I hope that the discussion above helps you a lot! God bless you
always.

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REFERENCES:

Flores, Ramona S., 2016. „Oral Communication in Context‟ First Edition.

Manila, Philippines. Rex Books Store, Inc.

https://en.wikipedia.org/wiki/Wilbur_Schramm#:~:text=Wilbur%20Schram
m%20is%20considered%20the,first%20generation%20of%20communication%20s
cholars

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 WEEK 1 EVALUATION

NAME:____________________________________COURSE/YEAR/BLOCK:__

ACITVITY 1: USING THE EXPERIENCE CHART, WRITE SOME

SCENARIOS YOU HAVE EXPERIENCE BASE ON THE
COMMUNICATION MODELS. IF NONE, WRITE YOUR OWN
EXAMPLE OF COMMUNICATIVE SCENARIO.

EXPERIENCE CHART

Osgood-Schramm’s Model Eugene White’s Model

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 Aristotle’s Model Shannon -Weaver’s Model

Evaluation

TEST I. Complete the statement with the correct answer.

1. In Eugene White‟s model of communication, he introduces the concept of

____________ which is the ______________ of the Listener as monitored
by the Speaker.
2. Schramm‟s model transforms the Message into the _______________ which
is passed from the Source to the ____________________.
3. Aristotle‟s model of communication focuses on the Speech or the Message
which is dictated by the _____________________.
4. The Telephone model of _____________________ and
_____________________ talks about the concept of __________________
which interferes with communication.
5. The best way to understand __________________ is to see it
___________________.

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TEST II. Answer the following questions correctly.

1. What is Communication?

2. What are the two main elements involved in communication?

3. Enumerate the models of communication being discussed and explain each.

4. Among all the models of communication being discussed, which of it have

you experienced in your day to day activity? Support your answer.

5. Create your own concept of model of communication and explain your

output.

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 Module 2 Communication in the Twenty-First
Century
Week: 2

LESSON 2 Communication Ethics

You are now about to start the second lesson of the Week. Read the learning materials below then
complete/answer the given task.

Specific Learning Outcomes

At the end of the lesson, you will be able to:
d. Know how to communicate in an ethical manner; and
e. Apply these ethical principles to their communication process.

INTRODUCTION
Why do you think there should be ethics in 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 is 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.

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 LESSON 2: Four Ethical Principles of
Communication

Communication Ethics is the notion that human beings 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. Ethical communication
encompasses being honest in all communications, keeping confidential
information confidential, and not discussing the personal or business
situations of others in public or in front of a third party.

1. Advocate truthfulness, accuracy, honesty and reason as essential

to the integrity of communication.
Nowadays, social media and speeches in the 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, further, to be reasonable, rather than to be
too emotional or threatening when we communicate.

2. Endorse freedom of expression, diversity of perspective, and

tolerance of dissent to achieve the informed and responsible
decision-making fundamental to a civil society.
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 able to hear

different perspective 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

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 these expressions to be met with reasonable dialogue and debate,

rather than outright censure or violence.

3. Condemn communication that degrades individuals and

humanity through distortion, intimidation, coercion and violence
through the expression of intolerance and hatred.
This condemnation is important because it safeguards society from
racism, sexism and violence against oppressed people. History has
shown us that tolerance for hate speech, as well as speeches that
incite violence and the act of killing, have often instituted such as
violence in society, whether this is in the context of slavery,
colonialism or misogyny.

4. 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 communicating maliciously,
spreading false news or inciting hatred or 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.

NOTE: Everytime 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.

REFERENCES:

Uychoco, Marikit Tara and Santos, Maria Lorena „Communication For

Society‟ First Edition. Manila, Philippines. Rex Books Store, Inc.

https://en.wikipedia.org/wiki/Communication_ethics

Instructor’s Info:
IRISH GEALIC R. CASTAÑO
Mobile nos.:09102864703
FB account: Gealic
Gmail account: [email protected]

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 WEEK 2 EVALUATION

NAME:____________________________________COURSE/YEAR/BLOCK

Evaluation

Answer the following questions.

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

2. Is honesty still a virtue valued today? Why or why not?

3. When you think of politicians today, would you say that they have
been communicating in an ethical manner?

4. Who comes to mind on the subject of violating the ethics of

communication?

5. Why do people communicate in an unethical manner?

6. What consequences can you think of because of this?

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 Module 3 Communication in the Twenty-First
Century
PURPOSIVE COMMUNICATION
LESSON III: COMMUNICATION AND GLOBALIZATION
This lesson focuses on the implications of globalization and communication.
You will read essays and expositions that will provide you with an awareness of
the role and status of English as a global language, the notion of the World
Englishes and the need for the standard forms in academic and professional
writing, and the importance of culturally sensitive and bias-free language when
communication with people from the different cultures and discourse
communities.
LESSON OBJECTIVES:
By the end of this lesson, you should be able to:
1. understand the implications of globalization on communication;
2. explain the notion of World Englishes in the context of English being a global
language; and
3. use standard English and bias-free language in writing.
GLOBALIZATION
Globalization has affected us numerous ways. Airfare has become
cheaper, and one can travel internationally more than the one could in the
past. Many Filipinos have decided to work or live in abroad, with some of them
migrating to other countries. The free trade of goods and services all over the
world has brought multinational companies and foreign investors to our
shores. Because of all of these factors, it is imperative to be aware of the
differences between our culture and the rest of the world‟s culture.
Because if the advent of the Internet, the world seems to be shrinking
continually. One can communicate internationally in a matter of seconds,
whether one is sending an email, chatting social media, or sending a text
message. One can read about different cultures and have access to films,
academic papers, and the like from countries around the world, and vice versa.
Given this increasingly shrinking world, one should know the difference
between the kind of English that we write and speak and the kind of Englishes
that exist outside the Philippines.
WORLD ENGLISHES
David Crystal (2003) begins the first chapter of the book English as
a Global Language with the assertion that English is, in fact, the global
language. After giving the various examples to support this statement, he
questions the assertion by asking “What does it mean to say that a language is
global?” (Crystal, 2003). In asking this, he considers the implications of English
having this status, especially for its many users speak different mother
tongues.

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 In the Story of English,Robert McCrum et al (1986) discuss the “success
story” of the rise of English. They also provide a variety of examples that
demonstrate the global presence of English.
READINGS IN WORLD ENGLISHES
The rise of English is a remarkable success story. When Julius Caesar
landed in Britain nearly 2,000 years ago, English did not exist. Five hundred
years later, English, incomprehensible to modern ears, was probably spoken by
about as few people as currently speak Cherokee—and with about as little
influence. Nearly a thousand years later, at the end of the 16 th century, when
William Shakespeare was in his prime, English was the native speech of the 5
and 7 million Englishmen, and it was, in the words of a contemporary, ”of
small reatch, it stretches no further than this island of ours, naive not there
over all.”
The emergence of English as a global phenomenon-as either a first,
second or foreign language- has recently inspired the idea (undermining the
above claims) that we should talk not of English but of many Englishes,
especially in the Third World countries where use of English is no longer part of
the colonial legacy but the result of decisions made since their independence.
Throughout the history of English there has been a contest between the forces
of standardization and the forces of localization at both the written and the
spoken levels. The appearance of the first substantial English dictionaries in
the 18th Century was a move towards written standardization. It was Victorian
England that realized the idea of the “Queen‟s English”, a spoken standard to
which the “lesser breeds” could aspire. The industrial revolution meant roads,
canals, and above all, trains: People travelled more, both geographically and
socially. The pressures of class ambition speeded the emergence of a standard
form of English speech.
It is now a widely accepted fact that there are many World Englishes,
sometimes referred to “as varieties if English” used in the world. All are equal
in the sense that each is best suited to the communication needs of its
speakers. However, not all are equal in prestige. Some varieties are more
prestigious than that of others because of social attitudes about the speakers
of these varieties. For example, in the social variety of English called African
American English (AAE) “used by many (but not all) African Americans in
different regions of the USA”, certain features such as „g‟dropping‟ in words like
readin‟ walkin‟ and singin‟ are stigmatized. (Yule, 2010) This process of
stigmatization follows “a regular pattern whereby the social practices,
especially speech, of dominated groups, ”such as African Americans, “are
treated as „abnormal‟ by those dominant groups, who are incharge of defining
„normal‟ Some scholars like Ruanni Tupas and Rabdy (2015) use the term
“unequal Englishes” to focus discussions of “the unequal ways and situations
in which Englishes are arranged, configured, and contested. “It is important for
writers from a postcolonial context such as Philippines, which has a conflicted
historical relationship with English, to be aware of the political forces, not just
economic ones-guiding their use of the language.
The two most of the well-known varieties of English are those of the
colonial superpowers: British English and American English. But there are
many multi-lingual countries around the world in which varieties of English
have developed. This may be because English was initially “transported” to that

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country by the English-speaking settlers as in United States, Canada, Australia
and New Zealand. It could also be that English may have been brought to the
country as a language of conquest by English-speaking colonizers as in South
Africa, Hongkong, Malaysia, Singapore and the Philippines. In the latter
countries, English has a particular role as official language, medium of
instructions or even language of law and government. English is also studied
as a foreign language in some non-English speaking countries, such as Holland
and Yugoslavia, as mentioned earlier by McCrum, and in Korea and Japan. In
these countries, there is less exposure to English and it is often learned for
career progression because it is the language of international business.
As mentioned earlier, all of these World Englishes are equal in
functionality, but not all are equal in prestige. The idea however, in writing is
to adhere to the Standard English of one‟s country because each variety,
including those of the United States and United Kingdom, has its own peculiar
or individual features. These features include differences in spelling,
punctuation, favoured words and expressions and sometimes grammatical
constructions. The table that follows gives an example as some of these
differences for American English and British English.
Aspect American English (US) British English (UK)
Punctuation She said, “I‟ll be at work She said “I‟ll be at work
by 8 am.” by 8 am.”
Date March 2, 2017 2 March 2017
Spelling Center, color, organize, Centre, colour,
program organise, programme
Words Elevator, pants, diaper Lift, trousers, nappy
Expression/local idiom Ruffled feathers Knickers with a twist
(agitated)
(agitated)
Grammar Do you have that book? Have you got that book?
Pronunciation Vase /vãs/- sounds like Vase /va:z/- sounds
(irrelevant in writing) veyz like VAHZ

Thus, two Englishes speakers-one from the US and the other from the UK-may
become confused when encountering the other‟s unfamiliar accent and the
word choices in a conventions in writing.
Philippine English, as well, has its unique and idiosyncratic usages. For
example, “comfort room” is a Philippine term for “washroom”, “toilet” or
“lavatory”. When Filipinos say, “There‟s traffic”, they mean “There‟s heavy
traffic.” Moreover,, the word “salvage” in the Philippine context can mean either
“to save” or “to brutally murder, usually for political reasons”. Matthew
Sutherland, who writes about Philippine English from an Englishman‟s
perspective talks about the expressions “for a while”, which he says baffles
foreigners because the expression does not exist outside of the Philippines. The
UK‟s equivalent, he says is “just a second” or “just a moment” (quoted in
Aguilar, 2004). Similarly, Sutherland notes that “for a while” is frequently used
in the Philippines on the telephone, whereas in the UK, the more typical
expression would be “hold on” or “hang on” (quoted in Aguilar 2004).
Importantly, he mentions that these British idiomatic equivalents would be just
baffling to those unfamiliar with these usages. Filipinos might, in response to
being told to “hang on” may very well ask, “Hang on to what?”

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 Sutherland also notes that “every English-speaking nation has own set of
English phrases and idioms; English is equally idiosyncratic in say, India,
Jamaica, Zimbabwe or Singapore. „‟In other words, there is no wrong way of
speaking English as long as to those who speak it understand each other. In
fact, Sutherland says, “The many versions of English spoken around the globe
merely save to make English an even richer tongue.” However, the fact that all
varieties of English have individual or peculiar usages is why it is important-in
the context of academic and professional writing-to follow and punctuation
system. It also voids colloquial and informal usages, eschewing these in favour
of more widely understood uses or explaining such usages for the reader if it
becomes necessary to use them in writing.
The label for this variety is Standard English-depending on the region-
Standard American English, Standard British English or Standard Philippine
English. This is defined as consisting of “the conventional vocabulary and
usage of educated speakers and writers of English (Robert & Turgeon, 1998).
To use this kind of English means to follow a spelling or punctuation system
that is consistent with the prescribed standard. For example, Standard
Philippine English follows Standard American usages for spelling, punctuation
and the formatting of dates. In terms of grammar and diction, Standard
English “does not include slang, vulgarisms, regionalisms, and other
constrictions that are considered… unorthodox by those seeking a language
acceptable to a general audience‟‟ (Roberts & Turgeon, 1998). In general, the,
writers should avoid local idioms, expressions, and constructions like those
examples mentioned, and essentially, to use that will be clearly understood by
English speakers from any region of the world.
In summary, in everyday speech and informal contexts, one is free to use
his or her own variety of English. However, in more formal writing contexts,
one should be able to identify which features of this variety may not be
understood by other speakers of English and to use alternatives that will be
understood by a wider audience.
CULTURALLY SENSITIVE AND BIAS-FREE LANGUAGE
Just as important as awareness of the existence of World Englishes is
that of practicing culturally sensitivity. To write in a culturally sensitive way
means to be aware that cultural differences and similarities between people
exist and that these should not be assigned a positive or negative value via
words or descriptions, selected in writing. Academic and professional writings
are characterized by bias-free language. Students, scholars, professionals, and
anyone wishing to maintain harmonious communicative relations should be
careful in using words and phrases that do not discriminate against particular
groups, whether in terms of race, ethnicity, gender, social class, age and
disability. The essential point is to communicate in a way that is respectful of
diversity.
Here are some general principles to follow when referring to different
groups or categories.
1. RACE AND ETHNICITY

Racism is a form of discrimination against a person or persons of a

different race. In general, it is best to avoid identifying people by race or

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 ethnic group. Race is an emotionally charged topic, so it is best to tread
carefully with the language used and to refer to race, as Patricia Arinto
(2009) asserts in English for the Professions, “Only if it is relevant to what
you have to say.” Words that reinforce stereotypes and that imply all
people of a particular race or ethnic group are the same should be
avoided. For example, although the assessment is positive in the
sentence “Naturally, the Asian students won the math contest”, the word
“naturally” reinforces the stereotype or generalization that Asians have
superior aptitude in math.

Next, one must be attuned to the current terminology by which

racial and ethnic groups refer to themselves. This may be done by
reading national newspapers and watching television news, which
typically are good indicators of current and preferred usage. According to
Kitty Locker and Donna Kienzler (2013) one should “refer to a group by
the term it prefers, “which means some research is required to find out
about acceptable and preferred terms. For example, for a long time
“Native American” has been considered the politically correct term for the
indigenous peoples of the Americans, over the label “Red Indian”. But
today, most Native American people prefer to be referred to by their
specific nation or tribe. In the Philippine context, there have been shifts
in the preferences for terms that Filipinos of Chinese ancestry use to
describe their identity: from Tsino, to Chinoy, to Filipino Chinese.

It is also important to be sensitive to religion when referring

to various ethnic groups. Assumptions should not be made that the
stereotype a race, nationality, or ethnic group with a specific religion. For
example, not all Arabs are Muslims, not all Indians are Buddhists, and
not all Filipinos are Roman Catholics.

2. GENDER AND SEXUAL ORIENTATION

Sexism refers to the prejudice and discrimination based on sex or

gender. To be inclusive of all people in general references, one should
favour gender-neutral words and phrases over gender-biased words. For
example, rather than “man-made” one can say “manufactured”
“synthetic” or “artificial”. Instead of “layman‟s terms”, one can use
“ordinary terms”. Neutral words should be chosen over words with “man”
and “woman” in job titles or descriptions. For example, it is more
appropriate to use “chairperson” in place of “chairman” “flight attendant”
in place of “stewardess” and “labor” in place of “manpower”. One should
also avoid sexist terms like “woman lawyer” and “male nurse” and simply
use “lawyer” and “nurse”
Pronouns may also be gender-biased, for example, when the
masculine “he” pronoun is used as a generic one for both genders.
Gender-biased pronouns can be avoided by (a) dropping pronouns that
signify gender and restating the subject (b) changing to plural
construction and (c) replacing masculine or feminine pronouns with
“one” or “you”. Examples of alternative gender-neutral constructions are
provided here.

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 GENDER-BIASED EXAMPLE: Each student should submir his
term paper by Monday.
Restatement Each student should submit a term paper by
Monday.
Plural Students should submit their term papers by
Construction Monday.
Use of “you” You should hand in your term paper by Monday.

Other gender-related terms may have to do with gender orientation

or sexual orientation. It is important to be sensitive to new attitudes
about homosexual, transsexual, and transgender people. For example,
most gay people prefer the term “gay” to the more clinical “homosexual”
as a label. “Lesbian” is currently the term preferred by gay women.
Transgender people refer to be referred to as being the gender they
identify as, not their birth gender. Again, as a matter of principle, one
should refer to societal groups in the way that member of these groups
prefer to be referred to. Note also that terminology in this area is
developing, and that not everyone agrees.

3. SOCIAL CLASS

Class discrimination is a form of prejudice against a person or people

because of their social class. An example of language with a bias against
class is the American term “white trash” which is not only a racial slur
but a classist one that refers to white people, usually from the rural
Southern United States, coming from a lower social class inside the white
population. The term is negative not just because of the words that
comprise it but because of its connotation of danger; white trash people
are seen as criminal, unpredictable and without respect for authority. In
the United States and other cultures, there may also be a kind of
classism against those who are economically privileged. The rich are
sometimes referred to by the derogatory terms, “preppie” and “yuppie”
both of which connote not just wealth but arrogance.

These are examples from the Philippine culture as well, in the

informal terms “conyo” and “jologs” both derogatory terms referring to
class. The first, used to describe young people from the upper class who
speak an idiosyncratic mix of English and Tagalog, connotes vanity and
consciousness about social status. The second, now perhaps replaced by
the term “jejemon” as used in reference to an idiosyncratic spelling or
writing style, is used to describe persons who look poor and out of style.
Classism may also appear even in more formal terminology.
Sociologist/Activist Betsy Leondar-Wright, argues in a video interview
that classist terms ”attribute favourable traits to the wealthy and
powerful” and “those in poverty or near-poverty are similarly cast in a
negative light” (Classism Exposed, 2014). A more sensitive vocabulary
uses terms that the more precisely portray the actual circumstances of
people within the class structure. For example, instead of “the owning
class”, one can use “the upper class” or the “privileged class”, and
instead of “the underclass” one can say “the less privileged” or describe a
Page 26 of 29 Leads Your Way to Success!
 condition of “chronic poverty”. In the Philippines, “informal settlers” is
now the more politically correct term for “squatters”.
4. AGE

Ageism is a form of discrimination against other people because of

their age, or assuming that older people are less physically, intellectually,
or emotionally able than other age groups. The capabilities of younger
people should also not be underestimated on the basis of their age.
Again, it is important to refer to a person‟s age only when that
information is pertinent to what is being discussed. When referring to a
generic group, one should also ask their subjects what wordings they
prefer: do they wish to be called “older persons” or “senior citizens”? Do
they prefer “youths” “teenagers” or “young people”?
Lastly, according to the American Psychological Association,
writers should be specific when referring to males and females in terms
of their age: females 18 years older are women, not girls. “Girls” refer to
those in highschool or younger (under 18). The same is true for “boys”
and “man”

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 WEEK 3 EVALUATION
Write a reflective essay Re: Communication and Globalization.
Minimum of 200 words, maximum of 300 words.
Use the following criteria as your guide in writing.

Criteria Superior (40 Sufficient (30- Minimal (20- Unacceptable

points) 39points) 29points) (10-19)

Depth of Response Response Response Response

Reflection demonstrates an in- demonstrates a demonstrates a demonstrates a
depth reflection on, general reflection minimal lack of
and personalization on, and reflection on, reflection on, or
of, the theories, personalization of, and personalization
concepts, and/or the theories, personalization of, the theories,
strategies presented concepts, and/or of, the theories, concepts,
in the course strategies presented concepts, and/or
materials to date. in the course and/or strategies
Viewpoints and materials to date. strategies presented in
interpretations are Viewpoints and presented in the course
insightful and well interpretations are the course materials to
supported. Clear, supported. materials to date.
detailed examples Appropriate date. Viewpoints and
are provided, as examples are Viewpoints and interpretations
applicable. provided, as interpretations are missing,
applicable. are inappropriate,
unsupported or and/or
supported with unsupported.
flawed Examples,
arguments. when
Examples, applicable, are
when not provided.
applicable, are
not provided or
are irrelevant
to the
assignment.
Required Response includes Response includes Response is Response
Components all components and all components and missing some excludes
meets or exceeds all meets all components essential
requirements requirements and/or does components
indicated in the indicated in the not fully meet and/or does
instructions. Each instructions. Each the not address the
question or part of question or part of requirements requirements
the assignment is the assignment is indicated in the indicated in the
addressed addressed. All instructions. instructions.
thoroughly. All attachments and/or Some questions Many parts of
attachments and/or additional or parts of the the assignment
additional documents are assignment are are addressed
documents are included, as not addressed. minimally,
included, as required. Some inadequately,
required. attachments and/or not at
and additional all.
documents, if
required, are
missing or
unsuitable for
the purpose of
the
assignment.
Structure Writing is clear, Writing is mostly Writing is Writing is
concise, and well clear, concise, and unclear and/or unclear and
organized with well organized with disorganized. disorganized.

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 excellent good Thoughts are Thoughts
sentence/paragraph sentence/paragraph not expressed ramble and
construction. construction. in a logical make little
Thoughts are Thoughts are manner. There sense. There
expressed in a expressed in a are more than are numerous
coherent and logical coherent and logical five spelling, spelling,
manner. There are manner. There are grammar, or grammar, or
no more than three no more than five syntax errors syntax errors
spelling, grammar, spelling, grammar, per page of throughout the
or syntax errors per or syntax errors per writing. response.
page of writing. page of writing.

Evidence Response shows Response shows Response Response

and Practice strong evidence of evidence of shows little shows no
synthesis of ideas synthesis of ideas evidence of evidence of
presented and presented and synthesis of synthesis of
insights gained insights gained ideas presented ideas presented
throughout the throughout the and insights and insights
entire course. The entire course. The gained gained
implications of these implications of these throughout the throughout the
insights for the insights for the entire course. entire course.
respondent's overall respondent's overall Few No implications
teaching practice teaching practice implications of for the
are thoroughly are presented, as these insights respondent's
detailed, as applicable. for the overall teaching
applicable. respondent's practice are
overall teaching presented, as
practice are applicable.
presented, as
applicable.

God bless and keep safe!

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