PURPOSIVE COMMUNICATION

FINAL TERM
WEEK 13- Varieties and Registers of Spoken and Written Communication, The Various Speech
Codes
OBJECTIVES:

1. Define/identify situations where the various registers are evidently shown.

2. Conceive ways of evaluating messages through the different speech codes.
3. Formulate dialogues to exemplify the various speech codes.

VARIETIES AND REGISTERS OF SPOKEN AND WRITTEN COMMUNICATION

There are five language registers that are used in every communicative situation. These registers are
dependent as to who the audience are, what topic is about, the purpose of the communication, as well
as the location the communication occurred.

1. STATIC REGISTER – is rare and never changes such as the Lord’s Prayer, Preamble of the
constitution, Alma Mater pledge, laws and many others.
2. FORMAL REGISTER – is used in delivering public speeches and announcements.
3. CONSULTATIVE REGISTER – uses professional discussion between someone superior and the
other is a subordinate such as doctor and patient’s conversation, lawyer and client, teacher and
student, counselor and client, and many others.
4. CASUAL REGISTER – uses informal language like slang, vulgarities, and colloquialisms since these
conversations deal with friends and peers.
5. INTIMATE REGISTER – uses private discussions among family members, husband and wife,
boyfriend and girlfriend relationship.

EVALUATING MESSAGES AND IMAGES OF DIFFERENT TYPES OF TEXTS

The style or manner of how people speak varies from each culture. Even speakers of the same language
provide a sense of style of speaking their lingua franca.

THE VARIOUS SPEECH CODES

1. RESTRICTED CODE – is a status-oriented speech system that limits speakers during

communication. It is often viewed in high-context cultures wherein the interactant mandates
what to say, to whom, and how the conversation will go.
In high-context and collectivistic culture, the words and phrases of speakers are meticulously set
allowing selection to be limited to what and how they carry the conversations.
In individualistic cultures, restricted codes come when speakers knit a close relationship.
This type of code can be seen in prison camps, criminal subclass, closed society, but also feasible
in any social composition where people share social identifications, such as spouses, co-workers,
community, etc.
 2. ELABORATED CODE – employs the social system by placing their intents, thoughts, and goals into
a verbal discourse. The speaker’s intention is unclear and has a diverse of linguistic choices,
allowing the person to increase and expand his or her intentions to achieve clear
communication. It allows flexibility in the individual’s role during communication. There is much
linguistic latitude in the speaker using this code.
3. DIRECT-INDIRECT CODES- in the direct style (low-context, individualistic culture), people assert
self-face needs where messages definitely express the individual’s desires and needs. In an
indirect style (high-context, collectivistic culture) the intentions of the speaker are hidden or
hinted in the course of the conversations. Being unclear and the need not to articulate each
message is the characteristic of indirect style of communication. It also forestalls embarrassing
moments that may put the speaker to shame.

The direct style of communication ( United states, England, Australia, Germany, Israel) values
“self-expression” and verbal acuity. They “speak their mind”. In Israel, they use the direct style
since the communication flow is simple, direct, and honest. Germans evade “small talks” and so
their conversations are marked with frankness and directness. Direct style expressions are: for
sure, no question, without a doubt, etc.

The indirect style (Asian cultures) is used in communication since “saving face and harmony” are
valued in keeping social relationships. Japanese kids are taught not to be self-centered and
Japanese mothers employ questions that are rhetorical and a tone to convey disapproval. To the
Japanese, being understood without words is far more cherished than precise articulation.
Indirect expressions: perhaps, maybe, etc.
4. ELABORATE, EXACTING, AND SUCCINCT STYLES - involve quantity and volume of talk.

Elaborate style uses flashy and enhanced language, ( Arab, Middle East, and Afro-American
cultures) while exacting style is direct to the point, speaking what is needed during a
conversation.
On the other hand, succinct style ( Japanese, Chinese and some native Americans) prefers
“concise statements, understatements, and even silence.” The Chinese interprets silence as a
gateway of maintaining social measure and hence they do not value verbal skills. For them,
talking is “immoral” and the prolific speakers are viewed as “ flattering mouths”, “oil mouths” or
honey-mouths”.
5. PERSONAL STYLE – uses first-person pronouns during conversations that emphasize informality
and balance in relationships in individualistic cultures.
6. CONTEXTUAL STYLE – tailors the role identity and status of a person. It also controls word
selection and choice specifically personal pronouns.

WEEK 13- Varieties and Registers of Spoken and Written Communication, The Various Speech
Codes
ACTIVITY 1;

1. Give situations where the five registers are observed. Give one for each register.
 2. Choose three speech codes and tell some ways how messages are evaluated. Give at least wo
ways for each code.
3. Formulate original dialogues that may be delivered to give an example for each of the speech
codes.

WEEK 14 – The Global Guide to Hand Gestures, Communication Aids and Strategies, Types of
Visual Aids
OBJECTIVES:

1. Give the Filipino version/interpretation of each of the global hand gestures.

2. Characterize/describe a good speech presentation.
3. Enumerate possible topics where each type of visual aids can best be used with.
4. Group visual aids according to convenience in a presentation.

THE GLOBAL GUIDE TO HAND GESTURES

 The “OKAY”- (Australia, USA, UK, Canada – indicates satisfaction). (Brazil – if turned upside down,
it is considered a rude gesture, equivalent to the one finger salute.)
 The “HORN FINGERS” – (USA – adopted by rockers as a sign of approval, and in essence, to rock
on), (Italy, Brazil, Columbia, Portugal, Spain – to make this sign at someone is to tell them their
wife is cheating on them.)
 The “COME HERE” – ( Australia, USA, UK, Cana – used to motion somebody to come over.),
(Philippines – considered highly offensive to another person, as this gesture is reserved for
dogs.)
 The “POINT” – ( Italy – indicates something is not good.)
 The “DOWNWARD PALM WAVE” – (Australia, USA, UK, Canada – means “go away”, is used to
shoo somebody off.), (Asia – means “come here”)
 The “CHIN FLICK” – (France, Belgium, Tunisia – is used to express supreme disinterest, or to tell
somebody to “get lost.”), (Italy- it means “I don’t give a damn.”
 The “FINGERS ALL TOGETHER” – (Italy – “What is this?” or “What do you want?”- usually done
with a flick of the wrist.), (Turkey – indicates that something is beautiful or well.”, (Egypt – a
motion to show you’ll only be a minute.)
 The “THUMBS UP” – a sign of approval; in some countries it means “up yours.”
 The THUMB IN A FIST” – (Australia, UK, Canada – a playful gesture used by adults towards
children), (Turkey -is seen as aggressive and rude.)
 The “OUTWARD HAND” – (Africa, Pakistan -seen as insulting and confrontational.)
 The “CROSSED FINGERS” – (Australia, USA< UK, Canada – to cross one’s fingers is to wish for
good luck.”), (Vietnam – crossed fingers are said to resemble female genitals, hence this gesture
is seen as lewd.)
 The “V SIGN”- (USA – the harmless backward sign of peace.), (Australia, UK, Ireland , New
Zealand – seen as rude and frequently used to signify contempt or defiance to authority.)
 The “FIST AND ELBOW” – (Mexico, South America – means “stingy”, illustrates that the recipient
rarely extends their arm to pay the bills.), (Austria, Germany – indicates that the recipient is an
idiot, and their brain is in their elbow.)
  The “ FOREHEAD FIST”- (Brazil – most effective with multiple grunts, it is to indicate stupidity.

COMMUNICATION AIDS AND STRATEGIES

To spice up a good presentation, speakers, at times, do foolish and risky decisions of showing some
visual aids that do not fit into the situation; like: showing actual firearms, live mammals, illegal
substances and chemicals which may invite outrageous reactions from the audience; showing pictures of
aborted fetuses, nudity, and vulgar scenes may upset the listeners.

The goal of visual aids is to enhance the speech and develop sensationalism. Visual aids make the
discussion more interesting in meetings and presentations. Examples are models and objects,
demonstrations, illustrations (handouts, pictures, works of art, tables and charts) and audio visuals
( videotapes, slides, films, audio tapes.)

TYPES OF VISUAL AIDS

1. OBJECTS AND MODELS – the best visual aid is any convenient or portable object that the speaker
can hold while he is discussing. Models are scaled representations of the object like a miniature
building, a city, part of a body, and so on.
2. DIAGRAM – is an illustration of line drawings that depict the elements of an object. Although it
does not present everything but it shows those sections of a thing that the listeners need to
know. The most common examples of diagrams are maps. Blueprints, architectural and
organizational charts. A diagram is most appropriate when you need to simplify a complex object
or event and make it more understandable to the audience.
3. WORD AND NUMBER CHARTS – are best depicted using statistics for easy presentation to the
audience. Most speakers display the salient points of their speech in outline format as a word
map.
4. PIE CHARTS – are made of circles with slices. These are used to demonstrate the divisions of the
entire pie chart as well as representing the portion of the 100% that each slice gets.
5. BAR CHARTS – are being compared between two or more values by way of putting them in
horizontal rectangles.
6. COLUMN CHARTS – demonstrate an identical function as bar charts but are seen through vertical
rectangles.
7. LINE CHARTS – usually map out the route of a moving point and appropriate for illustrating
changes over time.

WEEK 14 – The Global Guide to Hand Gestures, Communication Aids and Strategies, Types of
Visual Aids
ACTIVITY:

1. Identify five global gestures and give their interpretation in Filipino version.
2. Make a descriptive paragraph on how a speaker can give a good presentation in terms of the use
of visual aids.

3. Complete the table below:

VISUAL AID TOPICS WITH WHICH THE AID IS USED BEST

Diagram Various courses offered in a University
Line charts
Pie charts
Column charts
Objects/models
Word and number charts
Bar charts
4. Group together visual aids that can be used together as support to each other.

Week 15 – Communication for Various Purposes, Informative Communication, Persuasive

Communication
OBJECTIVES:

1. Choose five informative communication from the given types and explain in own words.
2. Give personal reasons why persuasion is not coercive and is incremental.
3. Differentiate: convincing vs. actuating; direct and indirect persuasion.

COMMUNICATION FOR VARIOUS PURPOSES:

INFORMATIVE COMMUNICATION

TYPES OF INFORMATIVE COMMUNICATION:

1. By Content
A. Information about Objects – talks about something tangible or a demonstration of new
things that can be seen or touched.
B. Information about Processes – discusses a process that is in progress that will yield to a
distinct outcome.
C. Information about events – deliberation on anything worthy and notable that took place,
such as the Olympics, a beauty pageant, or during election.
D. Information about Concepts – tackles ideas, beliefs, theories, and principles that may bring
new perspectives.
2. By Purpose
A. Information on description – speaks about straightforward information as the speaker
describes what he wants to convey through a word picture manner.
 B. Information on Explanation – talks to clarify concepts and ideas that have been known by
many.
C. Information on Instructions – demonstrates in a logical manner the training programs of a
new model or operations in an office.

PERSUASIVE COMMUNICATION

CHARACTERISTICS:

1. Persuasion is not coercive – because it allows the viewers and readers to think constructively
and to act differently. It does not force individuals to accept the issue or situation right away but
gives the individual free will.
2. Persuasion is usually incremental – because attitudes do not instantly change. It is a process
where the individual presenting has to establish goals and expectations.

TYPES OF PERSUASION:

1. By Types of Proposition
A. Proposition of Fact – talks on issues having two or more angles with conflicting testimony
and the viewers or readers are required to know and select the truth. The propositions are
not enough with a “Yes” or “no” or an objection to it. Proposition shapes the basis of an
argument for a debate or detailing the topic.
B. Proposition of Value – discusses about truth and falsity of the issue.
C. Proposition of Policy – allows a step beyond the queries of fact or value that will require an
action or policy.
1. By Desired Outcome
A. Convincing - happens when one needs to persuade the viewers or readers need to change
by giving them time to think and feel the situation.
B. Actuating – takes place when one needs to move the viewers or readers to a specific
behavior. The person persuading has to recommend the specific action such as adoption or
discontinuance.
2. By Approach
A. Direct Persuasion – demonstrates the clear purpose of the writer to the target audience by
stating it right away.
B. Indirect Persuasion – disguises or hides the intention of the speaker/writer through a sense
of only hinting the issue and it is for the listeners or readers to comprehend the message.

Week 15 – Communication for Various Purposes, Informative Communication, Persuasive

Communication
ACTIVITY:

1. Explain three of the types of informative communication.

2. Write a discussion of the reasons why persuasion should not be coercive and must be
incremental.
3. Differentiate: convincing vs. actuating and direct vs. indirect persuasion.
WEEK 16 – Argumentative Communication, Research Methodology, Basic Steps in the
Research Process
OBJECTIVES:

ARGUMENTATIVE COMMUNICATION:

Argumentative communication - is stating a position of an issue reflecting views, needs, and beliefs
accompanied with reason and logic. Being argumentative allows people to express themselves freely.
Being assertive is constructive since it employs dominant and forceful but whose objective is to win
through controversial topic for approval. You are arguing for your opinion as opposed to others, rather
than directly trying to persuade someone to adopt your point of view.

1. Inquiry Letter – is important in getting information that is not known to the concerned
individual; the one who queries anticipates the other party to release the information. In writing
a letter of inquiry it must have contact information of the addressee so response will reach him
back.
2. Police Reports – are often reviewed and noted for legal purposes. This report contains a detailed
history of every specific event that happened and documents of these reports are sometimes
presented in court.
3. Letters of Appreciation – are written communication showing gratitude for something done to a
person. Sending this type of letter is the best way to express sincerity and strengthen
relationships with people around.

RESEARCH METHODOLOGY

RESEARCH – is defined as the scientific investigation of phenomena which includes collection,

presentation, analysis, and interpretation of facts that link an individual’s speculation to reality.

CHARACTERISTICS OF A GOOD RESEARCH

1. Empirical
2. Logical
3. Cyclical
4. Analytical
5. Critical
6. Methodical
7. Replicability

BASIC STEPS IN THE RESEARCH PROCESS

1. Identify and develop your topic

Select a topic within the parameters set by the assignment
Select a topic of personal interest to you and learn more about it.
Select a topic for which you can find a manageable amount of information.
Be original.
2. Do a preliminary search for information
3. Locate materials
4. Evaluate your sources
 5. Make notes/ Notetaking
6. Write your paper
7. Cite your sources properly

WEEK 16 – Argumentative Communication, Research Methodology, Basic steps in the

Research Process
ACTIVITY:

1. Give a technical definition of argumentative communication.

2. Write a short letter on the following:
a. Letter of Inquiry
b. Letter of Appreciation
3. Describe the attributes of a good presentation. Write in paragraph form.
4. In each step of the basic steps in the research process, identify one specific thing that is done.

WEEK 17 -Components of a Research, Literature Review, Two Types of Literature, functions of

Literature Review, Values of Conducting a Good Literature, Guidelines for the Use of
Literature.
OBJECTIVES:

1. Explain each of the components of research.

2. Give the differences between a conceptual literature and a research literature.
3. Validate each of the values of conducting a good literature.
4. Enumerate in own words the things to keep in mind about the use of literature in research.

COMPONENTS OF A RESEARCH

1. Background of the study

Introduction
Related Literature and Studies
Theoretical and Conceptual Framework
Statement of the Problem
Significance of the Study
Scope and Limitation of the Study
Definition of Terms
2. Methods
Research Design
Participants of the Study
Data gathering Procedure
Statistical Treatment of Data
3. Results
Presentation, Analysis, and Interpretation of Data
 4. Summary of Findings, Conclusion, and Recommendation
5. References

LITERATURE REVIEW – is a comprehensive review of the published and unpublished work from
secondary sources of data in the areas of specific interest to the researcher.

TWO TYPES OF LITERATURE

 CONCEPTUAL LITERATURE – (Related Literature) pertains to articles or books written by

authorities giving their opinions, experiences, theories or ideas of what is good or bad, desirable
and undesirable, within the problem area. Sources: books, Magazines, Newspapers,
encyclopedia, Yearbook, Handbooks, etc.
 RESEARCH LITERATURE –(Related Studies) refers to published or unpublished reports on actual
studies done previously. Sources: Theses, dissertations, abstracts, Journals, etc.

FUNCTIONS OF LITERATURE REVIEW

 Bring clarity and focus to your research problem

 Improve your methodology
 Broaden your knowledge base in your research area
 Contextualize your findings

VALUES OF CONDUCTING A GOOD LITERATURE

 Helps in identifying a research problem
 Helps in defining or refining a research problem
 Avoids unnecessary duplication of previous works
 Offers the researcher a range of theoretical and conceptual frameworks, debates and issues
about the research topic
 Provides information about what variables have been investigated so far, the research methods
used, and how findings are interpreted
 Allows researcher to foresee the significant directives and issues
 Suggests how the planned research can contribute to enriching what is currently known

GUIDELINES FOR THE USE OF LITERATURE

 It should be organized thematically.

 Do not twist the facts of the reviewed literature. Be objective.
 Reviewed studies must be sufficient enough to give the researcher an insight/conceptualization
of his problem.
 Only literature and studies related in purpose or findings to the current study should be included
in the review.
 Conceptual literature must only be up to ten years old
 Research Literature must only be up to 5 years old.
WEEK 17 -Components of a Research, Literature Review, Two Types of Literature, functions of
Literature Review, Values of Conducting a Good Literature, Guidelines for the Use of
Literature.
ACTIVITY:

1.What are the five components of a research? Give a one-sentence explanation of each component.
2. Differentiate conceptual literature and research literature.
3. In what ways do we observe each of the values of conducting literature in a research?
4. Reword each of the guidelines in the use of literature in research.

WEEK 1 8 – FINAL EXAMINATION

PREPARED BY: REMEDIOS T. NG