REVIEWER IN PURPOSIVE COMMUNICATION

UNIT 1: COMMUNICATION
LESSON 1. Fundamentals of Communication
 Communication comes from the Latin word “communicare” which means “to impart” is the key to a better
understanding of the ways of others consequently, in long term, better relationship
 Great communicators possess a heightened sense of situational and contextual awareness (Myatt, 2012)
 Good definitions of communication depends on its breadth (the extent or rage of information given about
the definition), intentionality (the sense of being purposive in communicating), the roles of the sender and
the receiver and the role of the symbols (verbal, nonverbal, etc.).
ELEMENTS OF COMMUNICATION
1. Source/Sender
-living/nonliving entity attempting to share information
-it should have an origin of information and the ability to transmit the information through a channel to a
receiver
2. Message
-information you want to communicate
-it is derived when all symbols and elements unite
3. Encoding
-process of assembling the message into a representative design with the objective of ensuring that the
receiver can comprehend it
-people who are great communicators are great encoders; they know how to present their message in a way
that their receivers can easily understand and they can able to identify information that is superfluous,
irrelevant or even accidentally offensive and eliminate it in advance through anticipation
4. Channel
-it is either a physical transmission medium such as wire, or to a logical connection over a multiplexed
medium such as radio channel in telecommunications and computer networking
-an encoded message is conveyed by the source through a channel
-channel categories: (1) verbal, (2) nonverbal, (3) personal, (4) non-personal
5. Decoding
-process of turning communication into thoughts
-how the receiver is able to understand and interpret the message
6. Receiver
-person who obtains the message or for whom the message is meant
-tries to understand the message in the best possible manner in achieving the desired manner
7. Feedback
-process of ensuring that the receiver has received and understood the message
8. Context
-it is made up of the parts of communication that influence the meaning of message
-can overlap, creating an event more dynamic communication process
-it may be physical, historical, psychological, social and cultural
 When people share common way of thinking about communication styles, they perform a speech
communication
Context for Observing Communication
 Speech community- people who share common attitudes toward speech
 Speech situation- clearly marked occasions that call for speech
 Speech events- identifiable sequence of speech activity
 Speech act-purpose served by forms of talk
Elements of Communication (Hymes, 1974)
S ituations -setting and scene of interaction
P articipants -who speaks, who is addressed
E ends -goals and outcomes of interaction
A ct Sequence -content, means of expression
K eys -tone or spirit of interaction
I nstrumentalities -channels, or media interaction
N orms -rules regulation interactions
G enres -type of communication enacted
TYPES OF COMMUNICATION
Communication can be classified into different types: modes, context and purpose and style.
1. MODE
 Verbal communication is a type of communication wherein the sender uses words to transmit the
message to the receiver.
 Written communication or Print Media are words transformed to written forms, phrases, paragraphs,
and masterpieces through various channels like newspapers, books, etc.
 Non-Verbal communication refers to the unspoken or unwritten messages such as body language, facial
expressions, sign languages, etc.
 Face-to-Face communication involves two or more people being physically together when
communicating.
 Visual communication is a type of communication that makes use of designs, graphics, photographs,
drawings or illustrations.
 Digital communication is an electronic transmission of information that has been encoded through
technological devices such as cellular and smart phones (SMS), internet, (chats, emails, etc.)
 Multimodal communication is a type of communication that uses multiple ways to communicate a
message. Multimodality is a strategic use of "two or more communication to make meaning, like an
image, gesture, music, and spoken and written language.
2. CONTEXT
 Intrapersonal communication takes place within the individual. Thus, it is simply defined as a
communication to oneself such as thinking or analysing.
 Interpersonal communication is exchanging of thought and ideas. It is a type of communication wherein
individuals convey or communicate their feelings, emotions, sentiments and information on a face to
face situation.
 Extended communication is a continued or prolonged type of communication.
 Organizational communication is a type of communication that is used in organizations.
 Intercultural communication is a type of communication that occurs between or among two or more
cultures or social groups. It is also concerned of how culture affects communication.
3. PURPOSE and STYLE
 Formal communication also known as "official communication" happens in the office or organization
through the officially designated channel or the pre-defined channel.
 Informal Communication is the casual and unofficial form of communication in which the information is
exchanged spontaneously between two or more persons without conforming to the prescribed official
rules, processes, system, and formalities.

LESSON 2: Communication Models

Various Perspectives on Communication
1. Psychological Model- communication is unsuccessful whenever the meanings intended by the source differ
from the meanings interpreted by the receiver" (Trenholm, 2008). This happens when the
mental sets of both source and receiver are far from each other or when the source uses a code
that is unfamiliar to the receiver, and when there is so much noise or no opportunity for
feedback.
- suggests that individuals create communication, the social constructionist model suggests the
opposite that communication creates individuals. In this view, communication becomes a world
building.
- Social groups create collective ideas of themselves, of one another, and the world they inhabit.
In this model, people exist within, and perceive themselves and others through the
communicative practices of their cultures.
2. Social Constructionist Model- communication is a process whereby people in groups, using the tools
provided by their culture, create collective representations of reality (Trenholm, 2008)
- The cultural tools include languages or symbolic codes, cognitive customs (ways to process
information), cultural traditions (beliefs, attitudes and values), and norms (sets of roles and rules
that guide our actions).
- We construct our world through communication; that is, most of what we know and believe
about the world comes to us through communication rather than through direct experience.
Constructions of reality often distort our communication. Since symbols have the power to
 control us, we have to develop the critical ability to see through cultural constructions, to avoid
creating them through our own talk, and to decipher our biases.
3. Pargmatic Model- centers on systems of behavior
- The way people act when together urges us to look carefully at patterns that emerge as people
play the communication game.
- communication is seen as a game of sequential, interlocking moves between interdependent
partners. Each player responds to the partner's moves in light of his or her own strategy and in
anticipation of future action. Some moves are specific to this game, and others are common
strategies. All moves make sense only in the context of the game. Outcomes, or playoffs, are a
result of patterned "play" between partners (Trenholm, 2008).
- To understand communication, pragmatists argue, you need to do much the same thing:
understand the moves people use as they work out their relationship to one another.
- Communication consists of a system of interlocking, interdependent behaviors that become
patterned over time.
- As people get to know one another, they learn to avoid unproductive moves, and they begin to
work our patterns of interaction that satisfy both of them, working out the rules and learning to
play the relationship game with style and grace. They, however, dismiss factors such as
intentions, desires, and needs.
4. Cultural Studies- an evolving perspective, something that is still being defined since debates about theory
and method are fierce and political
- a given culture is a web of interconnected acts of communication which carry in-depth
meaning. The acts and texts play off of one another as collective beliefs and experiences move
from one medium to another, linked to social forces such as capitalism, patriarchy, racism,
colonialism, and so on.
-every text offers its reader a subject position, a role or stance to take when responding to the
text
LESSON 3: Communication Ethics and Principles
Ethical Behaviors
Ethics are principles that guide us in judging whether something is morally right or wrong (Britz, 1996). It is a
system of moral principles; it deals with values relating to human conduct, with respect to the rightness and
wrongness of certain actions and to the goodness and badness of the motives and ends of such actions.
However, the way we deal with people from different background and with varied ways in approaching
situations, we consider competent communicators to be ethical. According to Laserna (2015), Ethical communication
refers to the practice of conveying honest information in a manner that is not intended to be misleading. Ethical
communicators treat people fairly, communicate honestly, and avoid immoral or unethical behavior.
What is ethical behavior? Ethical behavior is an act that gives importance to doing the right thing given the
circumstances (Laserna, 2015). In the context of being surrounded by people who questions your ability to do
responsible thinking, decision making, and development of relationships, you have to make a strong stand on your
convictions and reasoning. How you communicate your intentions and motives in your words and manners reveal
your language behavior.
TYPE EXAMPLE
Coercive Intimidation and threatening others
Destructive Backstabbing and inappropriate jokes
Deceptive Euphemism and lying
Intrusive Eavesdropping, tapping telephones or monitoring internet use
Secretive Hoarding information and cover-ups
Manipulative-exploitative Acts which attempt to gain compliance or control through
exploitation

UNIT 2: GLOBALIZATION AND COMMUNICATION

Lesson 1. Globalization
Across industries, globalization could mean various things, but essentially it refers to how people and goods
from different nations, cultures and governments all over the world interrelate. More particularly, globalization
describes the movement of goods, alongside people and ideas, across nations. And while the term particularly refers
to an economic event, globalization affects various spectrums- society, culture, politics, environment, health, history,
finances, technology, among others.
 According to Vanham (2019), people have been trading goods for almost as long as they have been around.
But as of the 1st century BC, a remarkable phenomenon occurred. For the first time in history, luxury products from
China started to appear on the other edge of the Eurasian continent in Rome. They got there after being hauled for
thousands of miles along the Silk Road. Trade had stopped being a local or regional affair and started to become
global. A spice trade happened because of Islamic merchants spreading in Mediterranean and Indian Ocean.
Truly global trade kicked off in the Age of Discovery. It was in this era, from the end of the 15th century
onwards, that European explorers connected East and West - and accidentally discovered the Americas. Aided by the
discoveries of the so-called "Scientific Revolution" in the fields of astronomy, mechanics, physics and shipping, the
Portuguese, Spanish and later the Dutch and the English first "discovered", then subjugated, and finally integrated
new lands in their economies.
By the end of the 18th century, Great Britain had started to dominate the world both geographically,
through the establishment of the British Empire, and technologically, with innovations like the steam engine, the
industrial weaving machine and more. It was the era of the First Industrial Revolution. The "British" Industrial
Revolution made for a fantastic twin engine of global trade. On the one hand, steamships and trains could transport
goods over thousands of miles, both within countries and across countries.
In the years between the world wars (1914-1945), the financial markets, which were still connected in a
global web, caused a further breakdown of the global economy and its links. The Great Depression in the US led to
the end of the boom in South America, and a run on the banks in many other parts of the world. By the end of World
War II, trade as a percentage of world GDP had fallen to 5% - a level not seen in more than a hundred years.
The end of the World War II marked a new beginning for the global economy. Under the leadership of a new
hegemon, the United States of America, and aided by the technologies of the Second Industrial Revolution, like the
car and the plane, global trade started to rise once again. At first, this happened in two separate tracks, as the Iron
Curtain divided the world into two spheres of influence. But as of 1989, when the Iron Curtain fell, globalization
became a truly global phenomenon.
Then, when the wall dividing East and West fell in Germany, and the Soviet Union collapsed, globalization
became an all-conquering force. The newly created World Trade Organization (WTO) encouraged nations all over the
world to enter into free-trade agreements, and most of them did, including many newly independent ones. In 2001,
even China, which for the better part of the 20th century had been a secluded, agrarian economy, became a
member of the WTO, and started to manufacture for the world. In this "new" world, the US set the tone and led the
way, but many others benefited in their slipstream.
At the same time, a new technology from the Third Industrial Revolution, the internet, connected people all
over the world in an even more direct way. The orders an individual could place by phone in 1914 could now be
placed over the internet. Instead of having them delivered in a few weeks, they would arrive at one's doorstep in a
few days. What was more, the internet also allowed for a further global integration of value chains. You could do
R&D in one country, sourcing in others, production in yet another, and distribution all over the world.

Lesson 2. The Role of Communication in Globalization

The relationships of nations-including their means of communication prove to be vital to the ways a
particularly evolving world order works. As an ongoing phenomenon, globalization acts to open lines of
communication and interaction between people of diverse cultures. Over the years, it has become the process of
establishing linkages between such cultures.
The Effects of Globalization on Global Communication (Ahmed, 2018)
Connecting with people on the other side of the world is now much easier than it was a few years ago.
Satellites, fiber-optic cables and the internet make it effortless to share information with those in different time
zones and locations. Global communication is directly affected by the process of globalization, and helps to increase
business opportunities, remove cultural barriers and develop a global village. Both globalization and global
communication have changed the environmental, cultural, political and economic elements of the world.
1. Increased Business Opportunities
Many companies today hire employees that are located in other countries. Using communication vehicles such
as video calling make it simple to converse with colleagues across the globe, almost making it feel as if they are in
the same room. Technology also makes it easier to connect with suppliers and customers all over the world, and to
streamline those relationship through improved ordering, shipment tracking and so on. With this kind of
communication technology, many businesses are able to take advantage of opportunities in different countries or
cities, improving the economic outlook on a global level.
 2. Fewer Cultural Barriers
Many people perceive culture to be the root of communication challenges. When people from two different
cultures try to exchange information, the way they speak, their body language or their mannerisms can be
interpreted differently by the other person. The way people approach problems and how they participate in
communities are all influenced by culture.
Globalization has made it possible, for example, for someone in Japan to understand how someone in the U.S.
goes about their day. With television and movies, cultural barriers are becoming less prevalent. Being able to
communicate effectively and frequently with colleagues or friends across the planet helps people understand each
other's culture better.
3. Creation of a Global Village
Affected both by globalization and global communication, the global village is created when distance and
isolation no longer matter because people are connected by technology. Wide-spread telephone and internet access
has been life-changing for many people across the world, especially those in developing countries. Many are now
enrolling in universities across the world without having to leave their desk chair. Virtual assistant jobs are becoming
commonplace, where employees from developing countries work with companies in North America or Europe,
providing administrative support and other business services that can easily be conducted over the phone or via the
internet.
Globalization and global communication have made it easier to see people on the other side of the world as
neighbors, instead of strangers from a faraway land. There is so much knowledge about other countries and cultures
available online, that it is no longer a complete mystery.

UNIT 3: LOCAL AND GLOBAL COMMUNICATION IN MULTICULTURAL SETTINGS

Lesson 1. Communication across Cultures
Culture affects how people communicate. The ways through which messages are conveyed and received,
and the types and forms in which the messages come, are largely influenced by the people's language, social habits,
cuisine, religion, music, and arts. At the same time, communication, which is the process of imparting ideas,
concepts, behaviors, emotions, among others, helps to form the fiber of culture.
The more diverse people have been individually raised, the environments that surrounded them, the stories
they were told and consequently tell, and the behaviors they develop affect how they enact verbal, nonverbal, vocal,
and non-vocal communications. In this perspective, communication practices are largely created, shaped, and
transmitted by culture.
Cultural contexts have a major influence on the way people interpret messages. High-context cultures like
Taiwan or South Korea rely more on non-verbal communication than verbal communication; whereas, low-context
culture like the US or Germany, rely more on verbal communication than non-verbal communication.
In diversified cultures, differences in the meanings which usually come with non-verbal communication
forms may pose problems. The simplest hand gesture may signify different meaning from one culture to another,
even among prominent cultures in the world such as Western, Eastern, Latin, Middle Eastern, and African cultures.
For Eastern culture, religion heavily influences people's communication and other activities. For Middle Eastern
culture, communication is sometimes a challenge due to the wide variety of dialects while the African deals with a
large number of its tribes and ethnic and social groups spread across 54 countries.
On the other hand, culture is created through communication. Communication is the means of human
interaction through which cultural characteristics-whether customs, roles, rules, rituals, laws, or other patterns-are
created and shared. Without communication and communication media, it would be impossible to preserve and
pass along cultural characteristics from one place and time to another. One can say, therefore, that culture is
created, shaped, transmitted, and learned through communication.

Lesson 2. Language Variation

Over half the world's number of languages population is bilingual (speaking two languages) and many people
are multilingual (speaking 3 or more languages). People acquire a number of languages because they need them for
different purposes in their everyday interaction.
Aside from such need for everyday communication locally and across the globe, nations have their own
political agenda, social and economic struggles that influence their decisions to be bilingual or multilingual. For
instance, China has widely propagated the use of English to produce a globally competitive workforce. In modern
Japan, it appears that there is much interest in acquiring a working knowledge of the English language; in fact, a
number of Japanese media outlets have begun to incorporate English-language programs into their repertoire, in
order to participate in the global economy and international community.
India is one of the most multilingual nations in the world. With a population over a billion, Indians use hundreds of
different languages -the exact number depends on what counts as a distinct language, and what is rather a dialect of
another language. In the Philippines, there are two (2) official languages: Filipino: English. The Komisyon ng Wikang
Filipino asserts that there needs to be only one Filipino that is standardized by the Surian's offices and prescribed in
school (Rafael, 2015). Becoming national thus entails that Filipino established itself on top of Tagalog (a dominant
variety widely spoken in Luzon), making Filipino the language not of one group but of everyone in the archipelago.
However, the English language is still the dominant language in the State or the government affairs. In the courts for
example, English is used in the proceedings both oral and written, making the courts hire interpreters to translate
the vernacular language to English and vice versa. All rules of the land and even the curricula for higher education
are in English. On the other hand, the Commission on Higher Education (CHED) empowered the universities to
decide which general education courses will be in Filipino and which ones in English.
Whatever language or languages you speak in the local and global contexts, you have to be equipped with
communication and interpersonal skills that will get you through academic and workplace tasks and challenges.
Whether you are bilingual or multilingual, you need to know what information to give, when to give them, and how
to deal with colleagues and others who receive the information and eventually give feedback.
This time, you should think about how to appropriate your communication by understanding the social
factors and dimensions involved. To understand the contexts, sociolinguists (scholars who study language and/in
society) have provided useful descriptions (special intonation, word and phrasing choices). They claim that there are
indications that speakers adjust to the age, status, and level of intimacy among interlocutors or other participants in
interaction. They have also revealed how people sharing the same occupation, avocation, or discipline share a
special language variety (called a register), just as people in the same geographical area or economic niche tend to
share a spoken variety, a dialect or sociolect (Fahnestock, 2012)

 Social Factors in Language Variation

Social factors may be relevant in accounting for the choice of variety in a particular situation (Holmes, 2008).
When both participants share more than one variety, then other factors will contribute to the appropriate choice.
How well do participants know each other, i.e. what is the social distance between the participants? Are they
strangers, friends, and brothers? What is the language used for? Is the speaker asking a favor or giving orders to
someone?
Certain social factors have been relevant in accounting for the particular variety used. Some relate to the
users of language - the participants; others relate to its uses - the social setting and function of the interaction. Not
all factors are relevant in any particular context but they can be grouped in ways which are helpful. According to
Holmes (2008) In any situation linguistic choices will generally reflect the influence of one or more of the following
components:
1. The participants
a. who is speaking?
b. who are they speaking to?
2. The setting or social context of the interaction: where are they speaking?
3. The topic: what is being talked about?
4. The function: why are they speaking?
The social factors discussed subsequently will prove important in describing and analyzing all kinds of interaction.
They are basic components in sociolinguistic explanations of why we do not all speak the same way, and why we do
not all speak in the same way all the time.
 Status Relationship
The status relationship between people may be relevant in selecting the appropriate code. A high status
(government) official will be addressed in Standard language in many contexts (Holmes, 2008). In Singapore, English
is the most frequently selected code for official transactions, regardless of the speaker's ethnicity (Chinese, Malay or
Indian). In the Philippines, English takes a high status too since it is the language of the government. However, the
social role may also be important and is often a factor contributing to status differences between people. Typical role
relationships are teacher-pupil, doctor-patient, soldier-civilian, priest parishioner, official-citizen. The first-named
role (teacher, doctor, etc.) is often the more statusful. And, one person may be spoken to in different codes
depending on whether he or she is acting as a teacher, as a father/mother or as a customer in the market-place.
Further, people's roles in formal contexts (church, classroom, etc.) determine the appropriate speech forms.
Status and role relationships are governed by social distance. According to Sherif and Sherif (1969), social
distance is a dimension of interaction between members of different groups ranging from intimacy to complete
separation (no contact). It is defined by norms governing the situation in which interaction with only the members of
the in-groups or also the members of the out-groups is allowable.
  Formality
Feature of the setting and the dimension of formality may also be important in selecting an appropriate variety
or code. In church, at a formal ceremony, the appropriate variety will be different from that used afterwards in the
church porch. The variety used for a formal radio lecture will differ from that used for the advertisements.
The scale is useful in assessing the influence of the social setting or type of interaction on language choice. In
a formal transaction such as one with the bank manager in his office, or at a ritual service in church, the language
used will be influenced by the formality of the setting. Often degrees of formality are largely determined by solidarity
and status relationships. But not always; a very formal setting, such as a law court, will influence language choice
regardless of the personal relationship between the speakers.
Koppen et al. (2017) investigates the role of social distance between interlocutors. Twenty-five (25) native
Dutch speakers retold eight short films to colleagues, who acted either formally or informally. Speakers were
comfortable with the informal colleagues, whereas the formal colleagues remained distant. Results show that the
two types of interlocutors elicited different versions of the same stories. Formal interlocutors (i.e. large social
distance) elicited lower articulation rates, and more nouns and prepositions - both indicators of explicit information.
Speakers addressing the informal interlocutors, to whom social distance was small, however, provided more explicit
information with adjectives with subjective meanings. They also used adjectives and subjective meanings more often
as gap fillers or as a way to keep the floor. Furthermore, a small social distance elicited more interjections, first-
person pronouns and direct speech, which are all Indicators of involvement, empathy and subjectivity. This goes to
say that those with intimate or low formality show high solidarity, and those with distant or high formality show low
solidarity.
 Function or Goal of the Interaction
Language can convey objective information of a referential kind; and it can also express how someone is feeling.
Gossip may provide a great deal of new referential information, while also clearly conveying the speaker feels about
those referred to. In general, the more referentially oriented and interaction is, the less it tends to express the
feelings of the speaker. Talk between neighbors over the fence at the weekend about the weather, for instance is
more likely to be mainly affective in function, and intended to convey goodwill towards the neighbor rather than
important new information. In fact the specific content of the conversation is rarely important.

UNIT 4. EVALUATING MESSAGES

Lesson 1. Strands of Communication

Interpersonal Communication Interpretive Communication Presentational Communication

Students engage in direct oral or Students demonstrate Students present information,
written communication with others. understanding of spoken and concepts, en and ideas in spoken or
Examples of this "two-way" written communication within written form to an audience of
communication include but are not appropriate cultural contexts. listeners or readers with whom
limited to conversing face- to-face, Examples of this type of "one-way" there is no immediate interaction.
participating in digital discussions reading or listening include but are Examples of this "one-to-many"
and messaging, and exchanging not og limited to comprehension of mode of communication include but
personal letters. digital texts, as well as printed, are not limited to a presentation to
audio, and audiovisual materials. a group; creating and posting digital
content; or writing reports,
compositions, or articles for a
magazine or newspaper.
Interpretive Communication: Evaluating Messages
Good communicators consider evaluating messages important. It is through conscious study of visual, audio,
and multimodal materials that you can employ critical skills such as ability to question veracity and quality of
information made available by such materials, find patterns that lead to meanings and truths, and even determine
author's intentions. When one engages in critical thinking, she or he has better control of learning and has empathy
for others' point of view.
To guide you to critique several materials provided in the succeeding tasks, here are the following questions:
1. What is the message?
2. What is the purpose of the message?
3. How is the message conveyed?
4. Who is the target audience of the message?
5. What other ways of presenting the message are there?
UNIT 5. TOOLS OF TECHNOLOGY FOR COMMUNICATION
 Presentation Media is a stand-alone presentation that includes information presented with slides, video, or
digital presentation and includes sound which may be narrative, music or effects. There are those that are
considered traditional media and those that are computer technology (digital and real-time).
 For businesses, technology has increased the flow of communication in the workplace. Messages sent
through electronic mails, memos, voicemail, newsletters are readily made available for internal exchange
and external correspondences while meetings can be done through teleconferencing.
 In e-commerce, anybody can sell just about anything online, and buyers can view an item's specifications
and price with ease, and purchase with various modes of payment.
 In the university, teachers use blended learning techniques and other online platforms for paperless
submissions and fast feedback on outputs. Lectures, presentations, and digital projects can also be uploaded
and downloaded in such platforms. Further, computer-mediated communication help you access research
sources such as e-books and journals any time and at any place. And with technology and social media, you
become aware of global issues through international news.
Elements of Design
 LINE- mark between two points. There are various types of lines, from straight to squiggly to curve and
more. Lines can be used for a wide range of purposes: stressing word or phrase, connecting content to one
another, creating patterns and much more.
 SHAPE- height + width = shape. There are three basic types of shape: geometric (triangles, squares, circles,
etc.), natural (leaves, animals, trees, people) and abstracted (icons, stylization-graphic representation, etc,)
 VALUE- how tight or how dark an area looks.
-everything from dark to white, all the shades in-between, has a value. Use value to create depth and
light, create pattern, to lead the eye or to emphasize
 SPACE- area around or between elements in a design. It can be used to separate or group information. Use it
effectively to give the eye a rest, define importance, lead the eye through a design and more
 SIZE- how small or large something is. Use to define importance, create a visual interest (via contrasting
sizes), attract attention or more
 TEXTURE- surface of an object. Refers on how smooth or rough the object is
 COLOR- used to generate emotions, define importance, create visual interest and more
-CMYK (cyan, magenta, yellow, black) is subtractive while RGB (red, green and blue) is addictive
- Orange and red are warm and active while blue and purple are cool and passive
-color types (primary to analogous) and relationships (monochromatic to triad)
Structural characteristics of varieties: A Continuum(Bautista and Gonzalez, 2006)
Acrolect – closest to the standard
Basilect – digresses thoroughly from the standard (pidgin)
Mesolect – midway between the acrolect and basilect
Edulects – varieties resulting educated classes

Varieties in southeast asia

• Singapore English – chop: rubber stamp, Marinakids
• Philippine English – deep: hard to understand, highblood, motel, promdi, Amboy, pulot boy
• Malaysian English – antilog: a male hated by a girl, slambar: relax, kachang: peanuts

Language Register: A language variation-formality of language which one speak

Levels of formality (Joos, 1961)
• Frozen or static – learned and repeated by rote
• Formal – impersonal; prescriptive format
• Consultative – more precise; addressed to expert
• Casual – conversational; slang or colloquialism
• Intimate – lovers, best friend, sexual
SYNTHESIS
1. There are varieties of English. They have their own grammatical, lexical, and syntactic features and should not be
considered as errors.
2. Language has formal and informal registers. These registers have forms which define the social situation.
3. The kind of register to be used affects the way one speaks and writes.