PURPOSIVE COMMUNICATION IN ENGLISH

by any effective means (Ballesterros, 2003).

M-1 6. Communication refers to the process of

human beings responding to the symbolic
behavior of other persons (Adler and
Rodman, 1997).
▪ Communication is HUMAN
DEFINITION OF COMMUNICATION ▪ Communication is a PROCESS
▪ Communication is SYMBOLIC
1. Communication is a process by which we 7. The communication done by animals is
assign and convey meaning in an attempt to relatively different from humans. The
create shared understanding. manner by which we communicate or use
Required skills: different gestures, facial expression, etc. to
- Intrapersonal and interpersonal communicate is different from the dance
processing that is done by bees to instruct their hive-
- Listening mates on the location of food or the
- Observing chimpanzees that have been taught to
- Speaking express themselves using sign language like
- Questioning deaf humans.
- Analyzing 8. Communication is a continuous, ongoing
- Evaluating process.
2. It can be seen as process of information 9. Symbols are used to represent things,
transmission governed by three levels of processes, ideas, or events in ways that
semiotic rules: make communication possible. The most
▪ Syntactic- formal properties of significant feature of symbols is their
signs and symbols such as letters arbitrary nature.
or numbers What makes language arbitrary?
▪ Pragmatic- concerned with the Language is arbitrary because of the lack of
relations between signs or a natural relationship between the
expressions and their users signifier (language form) and the signified
▪ Semantic- relationships between (referent).
signs and symbols and what their 10. In addition to this, nonverbal
meaning communication can have symbolic
3. It is a social interaction where at least two meaning. As with words, some nonverbal
interacting agents share a common set of behaviors, though arbitrary, have clearly
signs and a common set of semiotic rules. agreed-upon meanings.
4. The Oxford Advanced Learner’s Dictionary
defines communication;
OTHER CONCEPTS OF COMMUNICATION
- The act of passing news, information,
etc. 1. Allen Louis- Communication is the sum of all
- The act of sharing or exchanging things (telling, listening and understanding).
thoughts, ideas, feelings with others or It is a systematic activity under any given
with a group circumstances.
- The act of participating with or sharing 2. Henry Kuntz- Communication is the
in common transferring of information from one person
- The “we-belong-to-same-feeling” as in to another whether or not he/she elicits
communication with… or the act of that confidence.
thinking about oneself. 3. George Terry- Communication is the
5. Communication is derived from the Latin exchange of ideals, feelings, and emotions
word ‘communis’, which means, “belonging between two or more persons.
to many” or “equally” and ‘communico’ 4. Keith Davis- The purpose of passing
which means, “to confer with others”. information and understanding between
- It is the mutual exchange of two persons… without the bridge of
information, ideas, and understanding
communication no one can cross the river Verbal Communication- Written
of understanding. ▪ written signs or symbols are used
to communicate
▪ message can be transmitted via
TYPES OF COMMUNICATION ACCORDING
email, letter, report, memo, etc.
TO MODE ▪ most common form of
communication being used in
A. VERBAL COMMUNICATION business
▪ (Linguistics) The process of Advantages:
sending and receiving messages 1. messages can be edited and
with words, including writing and revised
sign language. 2. provides record and backup
▪ It refers to the form of 3. enables receiver to fully
communication in which message understand a written
is transmitted verbally. communication and send
▪ Communication is done by word appropriate feedback
of mouth and a piece of writing. 4. easy to preserve
Verbal Communication- Oral 5. easy presentation of complex
▪ Spoken words are used matter
▪ It includes face-to-face 6. act as a permanent record
conversations, speech, telephonic 7. prevents wastage of time and
conversation, video, radio, money
television, voice over internet. 8. accurate presentation
▪ Communication is influenced by 9. used as future reference
pitch, volume, speed and clarity of 10. can help the authority to delegate
speaking. the power and authority to the
Advantages: subordinate
1. brings quick feedback 11. Written communication helps to
2. In a face-to-face conversation, by make communication effective.
reading facial expression and body Disadvantages:
language one can guess whether 1. expensive (paper, pen, ink,
he/she should trust what ‘s being typewriter, computer, no. of
said or not. employees, etc.)
3. saves time in communication 2. time consuming
4. provides complete understanding 3. useless for illiterate person
of communication delivered and 4. difficult to maintain secrecy
there is chance to make it clearer 5. lack of flexibility
in case of doubts in interpretation 6. delay in response
of words or ideas.
5. more reliable method B. NONVERBAL COMMUNICATION
6. flexible and effective for all ▪ the sending or receiving of
7. powerful means of persuasion and wordless messages
control ▪ all about the body language of
8. cheaper way and saves money speaker
Disadvantages: Examples: gesture, body language,
1. It has issues when communicating posture, tone of voice or facial
with distant people. expressions
2. difficult for certain people to Three Elements:
understand speech due to various Appearance (speaker)- Clothing,
speech tones used in verbal hairstyle, neatness, use of cosmetics
communication (surroundings)- room size, lighting,
3. not suitable for lengthy message decorations, furnishings
4. There is chance of leak of secret Body Language- facial expressions,
information with the help of gestures, postures
modern devices such as polygraph Sounds- voice tone, volume, speech
or lie detector. rate
C. VISUAL COMMUNICATION
▪ uses visuals to convey information
and/or messages.
Examples: signs, symbol, imagery,
maps, graphs, charts, diagrams,
pictograms, photos, drawings or COMMUNICATION AS PROCESS
illustrations, and even various
forms of electronic ELEMENTS OF COMMUNICATION PROCESS
communication ▪ Speaking and listening are vital elements of
▪ makes use of technology that communication. Therefore, in any
provides apps, videos and images communication situation, you are both
that rely less on the printed word speaker and listener (Villamarzo, 2003).
making presentations more ▪ Eugene White (1960)- 8 Stages in the Cycle
interesting of Communication
• Thinking
• Symbolizing
TYPES OF COMMUNICATION ACCORDING
• Expressing
TO CONTEXT • Transmitting
• Receiving
A. INTRAPERSONAL COMMUNICATION • Decoding
▪ intra (Latin)- within or inside • Reacting
▪ Intrapersonal communication then • Monitoring
means talking to oneself. ▪ Roman Jacobson- Components of
▪ self or inner talk, inner dialogue Communication
▪ self-verbalization or self-statement • Addressor (Speaker)
(Psychologists) • Addressee (Listener)
▪ Intrapersonal communication can be
• Context (Situation)
defined also as communication with
• Contact
one’s self, and that may include self-
• Code
talk, acts of imagination and
• Message
visualization, and even recall and
▪ Gronbeck- defines model as “a picture or a
memory (McLean, 2005).
representation of a thing or process that
▪ Leonard Shedletsky- 8 basic
identifies the key parts or elements and
components of the communication
indicates how each element affects the
process as transactional, but all the
operations of all of the elements”
interaction occurs within the individual
▪ Communication Model- is a sketch that
- Source
shows the basic elements of the
- Receiver
communication process, and how each
- Message
element affects the other elements in the
- Channel
entire communication process as a system
- Feedback
- Environment COMPONENTS OF COMMUNICATION
- Context 1. Speaker/Sender
- Interference - person who sends the message
B. INTERPERSONAL COMMUNICATION - makes use of symbols to convey the
▪ communication between two message and produce required
people response
▪ The developmental view of
- maybe an individual or a
interpersonal communication
group/organization
places emphasis on the
- The communication process begins
relationship rather than the size of
with the sender, who is also called the
the audience, and draws a
communicator or source. The sender
distinction between impersonal
has some kind of information – a
and personal interactions.
command, request, or idea – that he or
she wants to share with others. In
order for the message to be received, the sender to analyze the efficacy of
the sender must first encode the the message
message in a form that can be - helps the sender in confirming the
understood and then transmit it. correct interpretation of message by
2. Message the decoder
- key idea that the sender wants to - maybe verbal or non-verbal
communicate - The communication process reaches its
- sign that elicits the response of the final point when the message has been
recipient successfully transmitted, received, and
- information that the sender wants to understood.
relay to the receiver 6. Noise
- refers to the thoughts, ideas, or - can be any sort of interference that
information that was conveyed to affects the message being sent,
listeners received, or understood
- verbal delivery of messages: - can be as literal as static over a phone
• elements of voice (rate, line or esoteric as misinterpreting a
volume, pitch, and quality) local custom
• articulation 7. Situation or Context
• pronunciation - refers to the time and place in which
- 3 variables of verbal message: communication occurs
• Content- is everything you - the setting and situation in which
say about something: communication takes place
referential or relational
(referential- all relevant to THE COMMUNICATION PROCESS
your topic) ▪ The goal of communication is to convey
(relational- a suggestion of information and the understanding of that
any relationship to your information from one person or group to
listeners) another person or group.
• Structure- the pattern of
organization you follow
• Style- how you express your
ideas
3. Channel or Medium
- means used to exchange or transmit
the message
- the language you use ▪ The other important feature is the feedback
- The means through which the sender cycle.
must choose an appropriate medium ▪ The critical factor in measuring the
for transmitting the message else the effectiveness of communication is common
message might not be conveyed. understanding.
- the means by which a message is ▪ The most efficient communication occurs at
transmitted a minimum cost in terms of resources
4. Receiver/ Listener expended.
- a person for whom the message is ▪ Time, in particular, is an important resource
intended, aimed, or targeted in the communication process.
- The degree to which the decoder
understands the message is dependent THE COMMUNICATION MODELS
upon various factors such as: 1. ARISTOTLE’S COMMUNICATION MODEL (1)
knowledge of recipient, their
responsiveness to the message, and
the reliance of the encoder on the
decoder.
5. Feedback
- the main component of the
communication process as it permits
- Aristotle proposed the model before 300 B.C. He IMPORTANT SKILLS OF A SPEAKER
found the importance of the audience role in based on the Aristotelian model
communication chain. This model is more 1. Logical and reasoning skills coupled with
focused on public speaking than interpersonal the ability to present ethical and emotional
communication. proofs of ideas he advances or proposes
- Aristotle advises speakers to build speech for 2. Skills in organizing or positioning his speech
different audience on different time (occasion) materials strategically
and for different effect. 3. Skills in presenting his ideas/messages in
clear and compelling words
Five Basic Elements 4. Skills in delivering his resultant speech in
1. Speaker appropriate oratorical style (correct
2. Speech pronunciation, volume of voice, rate of
3. Occasion speed, gestures or body language, timing,
4. Audience etc.)
5. Effect - Aristotle’s communication process has these
elements: speaker, idea or message, and
2. ARISTOTLE’S MODEL OF audience or listener. It can also be safely assumed
COMMUNICATION (2) that there is a channel chosen – the means to
carry the idea or message across to the listener;
and the channel chosen is the human voice – the
public speech instrument.
- Aristotelian Model is SPEAKER-CENTERED

3. SHANNON’S MODEL

- This model argues that communication can be

broken down into 6 key concepts: sender,
encoder, channel, noise, decoder, and receiver.
- “mother of all models”
- ‘information theory’ or the ‘Shannon Theory’
- The model‘s primary value is in explaining how
messages are lost and distorted in the process of
communication (Drew, 2020).
- The model shows the process which the speaker
must follow to communicate his idea or 4. SHANNON-WEAVER MODEL
message to his intended listener.
- This process involves four steps:
1. A speaker discovers some logical,
emotional, and ethical proofs.
2. He arranges these materials strategically
3. He clothes the ideas in clear, compelling
words
4. He delivers the resulting speech
appropriately
- Aristotle defined communication (called
RHETORIC in his time) as ―the faculty of
observing, in any given case, the available
means of persuasion.
- The Shannon-Weaver model follows the concept criticism of the linear nature of the
of communication in a linear fashion from approach.
sender to receiver with the following steps: - Feedback occurs when the receiver of
1. Sender (Information Source) the message responds to the sender in
- starts the process by choosing a order to close the communication loop.
message to send, someone to send the
message to, and a channel through 5. BERLOS’ SMCR MODEL
which to send the message.
2. Encoder (Transmitter)
- The encoder is the machine (or person)
that converts the idea into signals that
can be sent from the sender to the
receiver.
- The Shannon model was designed
originally to explain communication
through means such as telephone and
computers which encode our words Elements:
using codes like binary digits or radio A. SOURCE- where the message originates.
waves. i. Communication skills – It is the
3. Channel skill of the individual to
- The channel of communication is the communicate. For example, the
infrastructure that gets information ability to read, write, speak, listen
from the sender and transmitter etc.
through to the decoder and receiver. ii. Attitudes – This includes attitudes
We sometimes also call this the towards the audience, subject and
‘medium’. towards oneself.
4. Noise
- interrupts a message while it’s on the For example, for the student, the
way from the sender to the receiver attitude is to learn more and for
- Internal Noise: when a sender makes a teachers, it is to help teach.
mistake encoding a message or a iii. Knowledge– Communicating also
receiver makes a mistake decoding the means that the person needs to be
message knowledgeable about the subject
- External Noise: when something or topic.
external (not in the control of sender or
receiver) impedes the message For example, a teacher needs to
5. Decoder know about the subject in detail
- Shannon and Weaver made this model that he or she teaches so that they
in reference to communication that can communicate properly such
happens through devices like that the students understand
telephones. So, in this model, there here.
usually needs to be a device that iv. Social system – The social system
decodes a message from binary digits includes the various aspects of
or waves back into a format that can be society like values, beliefs, culture,
understood by the receiver. religion and a general
6. Receiver understanding of society. It is
- the end-point of Shannon and where the communication takes
Weaver’s original linear framework place.
- the step where the person finally gets
the message, or what’s left of it after For example, classrooms differ
accounting for noise from country to country just like
7. Feedback people’s behaviors and how they
- The feedback’s step was not originally communicate, etc.
proposed by Shannon and Weaver in v. Culture- Culture of a particular
1948. Norbert Weiner came up with society also comes under the
the feedback step in response to social system. According to this
model, people can communicate CRITICISM OF BERLO’S SMCR MODEL OF
only if the above requirements are COMMUNICATION
met in the proper or adequate
proportion. 1. There is a lack of feedback. The effects are
Encoder- the sender of the message, from where practically unknown.
the message originates 2. It does not mention the barriers to
B. Message communication.
i. Content – The body of a message, 3. There is no room for noise.
from the beginning to the end, 4. It is a rather complex model.
comprises its content. 5. It is a linear model of communication.
6. It requires people to be on the same level
For example, whatever the class for effective communication to happen.
teacher teaches in the class, from However, that rarely happens in everyday
beginning to end, is the content of life.
the message. 7. The main drawback of the model is that it
ii. Elements – It includes various omits the usage of sixth sense as a channel
things like language, gestures, of communication, which is an asset to
body language, etc. They human beings (thinking, understanding,
constitute all the elements of a analyzing etc.)
particular message.
iii. Treatment – It refers to the 6. SCHRAMM’S MODEL, 1954
packing of the message and the
way in which the message is
conveyed or the way in which it is
passed on or delivered.
iv. Structure– The structure of the
message refers to how it is
arranged; the way people
structure the message into various
parts.
v. Code– The code of the message
refers to the means through which - Schramm Communication Model is a cyclical
it is sent and in what form. communication model containing all basic
C. Channel- refers to the five sense organs principles of communication.
i. Hearing- the use of ears to receive - offers a classic approach to and explanation of
the message communication
ii. Seeing- visual channels (watching - used to determine how communication
TV) between two people works when they’re
iii. Touching- the use of sense of exchanging information, ideas, or attitudes.
touch to communicate - The cyclical communication model is based on
iv. Smelling the theory and belief that communication is a
v. Tasting two-way street. This means there’s at least a
Decoder- the person who receives the message and sender and a recipient.
decodes it - According to the Schramm Communication
D. Receiver- The receiver needs to think all the Model, communication is circular and the sender
contents and elements of the source, so as and recipient of the message can be the same
to communicate/responds to sender person. A message is encrypted and passed on to
effectively. the same person or to a different person. It is up
to the recipient to decrypt the message,
- Berlo’s model believes that for effective interpret it, and then encode it again before
communication to take place, the source and the sending the message to a new recipient
receiver need to be on the same level. Only then (circular).
communication will happen or take place
properly. Hence, the source and the receiver
should be similar.
Three Elements: - process of continuous change and
transformation where every component is
Source (Encoder)- the party who sent the message changing such as the people, their environments
Recipient (Decoder)- the person or group to whom and the medium used.
the message has been sent - The transactional model is the most general
Message- In the studies of rhetoric and model of communication. Everyday talk and
communication, a message is defined as information. interactions are also a form of transactional
model communication. It is more efficient for
UNIVERSAL LAW OF COMMUNICATION communicators with similar environment and
One of the first people who came up with a individual aspects. For instance, communication
communication theory was Aristotle. A number of between people who know each other is more
thinkers followed in his footsteps, including Lasswell, efficient as they share same social system.
Berlo, and Shannon & Weaver. There is one universal
law of communication that applies to all these FACTORS AFFECTING TRANSACTIONAL MODEL
theories, and it was written by S.F. Scudder in 1980.
“All living beings on planet earth have the Social Context- refers to the norms, values, laws and
ability to communicate. Communication other restrictions of a society to communicate within
takes place through different means, such a specific limit
as physical changes, language, breathing, - also includes rules that bind people’s ability to
movements, sounds, or by changing color.” communicate
- Scudder emphasized that communication was - Society shapes the way a person communicates.
an essential survival tool for creatures, as well as Cultural Context- the lifestyle and identity of a
enabling them to share information about their person
presence and conditions. - Caste, class, race, ethnicity, gender, etc. are the
- According to the universal law of contexts which promotes communication.
communication, communication is used to - Cultural identities are made by communication.
express biological needs as well as feelings, It changes the communication pattern of a
thoughts, and other kinds of information that person. Marginalization of cultural groups
are necessary to bring across the condition of a oppress their communication with the other
living creature. parts of the society. People become unsure of
themselves when they communicate with
7. TRANSACTIONAL MODEL OF COMMUNICATION intercultural groups. Some people also take it as
unacceptable.
Relational Context- relates to relationship history
and manners

CRITICISMS OF TRANSACTIONAL MODEL

▪ Without verbal response, the sender cannot
be sure that the receiver got the message as
intended. Feedback is an important
component in the communication process,
especially in interpersonal communication
as it gives a space to clarify
misunderstandings.
▪ The transactional model gives the
opportunity for a lot of noise because the
- Transactional model of communication is the communication is simultaneous. For
exchange of messages between sender and example, when many people are talking at
receiver where each take turns to send or the same time in a meeting, the objective of
receive messages. the meeting will not be fulfilled.
- both sender and receiver are known as
communicators and their role reverses each
time in the communication process as both
processes of sending and receiving occurs at the
same time
DIFFERENCES BETWEEN TRANSACTIONAL AND
Principle of Feedback
OTHER COMMUNICATION MODELS
- There should be feedback information from the
TRANSACTIONAL recipient to know whether he has understood
OTHER MODELS
MODEL the message in the same sense in which the
Used for interpersonal Used for intrapersonal, sender has mean it.
communication interpersonal, group or
mass communications
Principle of Informality
Senders and Receivers Senders and receivers
are known as are different people - Sometimes formal communication may not
communicators, they achieve the desired results, informal
interchange their roles communication may prove effective in such
Includes the role of Role of context and situations. Management should use informal
context and environment are not communication for assessing the reaction of
environment mentioned in other employees towards various policies. Senior
models management may informally convey certain
Includes noise and Not necessarily have decisions to the employees for getting their
communication the concept of noise feedback.
barriers as factors - Informal communication is as important as
Talks about non-verbal Ignores non-verbal formal communication.
communication communication
Simultaneous feedback Feedback comes later Principle of Consistency
in interaction model
and is not included in - communication should always be consistent
linear model with the policies, plans, programs, and
objectives of the organization and not in conflict
with them
- If the messages and communications are in
conflict with the policies and programs then
there will be confusion in the minds of
subordinates and they may not implement them
Principle of Clarity properly. Such a situation will be detrimental to
- message to be communicated should be clearly the interests of the organization.
spelt out
- should be worded in such a way that the receiver Principle of Timeliness
understands the same thing which the sender
wants to convey - communication should be done at proper time
- no ambiguity in the message so that it helps in implementing plans
- it is also essential that the receiver is conversant - Any delay in communication may not serve any
with the language, inherent assumptions, and purpose rather decisions become of historical
the mechanics of communication importance only.

Principle of Attention Principle of Adequacy

- the receiver’s attention should be drawn - The information communicated should be
towards the message adequate and complete in all respects.
- People are different in behavior, attention, - Inadequate information may delay action and
emotions etc. so they may respond differently to create confusion.
the message. Subordinates should act similarly - Inadequate information also affects efficiency of
as per the contents of the message. The acts of a the receiver
superior also draw the attention of subordinates - Adequate information is essential for taking
and they may follow what they observe. proper decisions and making action plans
according to BERNALES, BALON, BILIGAN, 2018 ▪ Communication is integrated into all parts of
our lives
1. Communication is an interaction situation ▪ Communication meets needs
wherein the participants are affected by each ▪ Communication is a process
one’s behavior. ▪ Communication is guided by culture and context
Every message is simultaneously a stimulus to new ▪ Communication is learned
behavior and a response to prior behavior of the ▪ Communication has ethical implications
receiver. No message should be isolated from what
has occurred before between the communicants if
we really want to understand the message. It should
be understood in the totality of the situation. By Craig

2. One does communicate 1. The Socio-Psychological Tradition

We do communicate even when we are ignoring the - Communication as interpersonal
message of another or maintaining complete silence. interaction and influence
An easy way to understand this would be to think 2. The Cybernetic Tradition
what you would do if someone, you did not want to - Communication as a system of
interact with, passed a smile to you. Even by ignoring information processing
him, you would still be communicating, ―I do not 3. The Rhetorical Tradition
want to relate to you‖. Silence, posture and all non- - Communication as artful public
verbal behaviors are the ways we communicate even address
when we wish to deny doing so. 4. The Semiotic Tradition
- Communication as the process of
3. The message received is not necessarily the sharing meaning through signs and
message sent symbols
We usually relate to others as if there was only one 5. The Socio-Cultural Tradition
reality the way we perceive the world. We all live as - Communication as the creation and
separate individuals with different experiences and enactment of social reality
different views of reality. How we interpret verbal 6. The Critical Tradition
and non-verbal messages may be quite different from - Communication as a reflective
the meaning intended by the speaker challenge of unjust discourse
(communicator). Even when several people are
viewing the same behavior, each interprets it
differently. While talking or writing we are describing
only those experiences that occur inside us and they FOUR BASIC PRINCIPLES OF
may not be the same for others because every INTERPERSONAL COMMUNICATION
person, because of his different background, is
unique. 1. Interpersonal communication is
inescapable.
4. Communication occurs simultaneously than one 2. Interpersonal communication is
level irreversible.
We communicate on the level of the literal content of 3. Interpersonal communication is
the information being conveyed as well as on the complicated.
relationship level. In other words, we do not convey 4. Interpersonal communication is contextual.
information to the receiver verbally only. By the - Psychological
context, in which the communication occurs, and by - Relational
various verbal and non-verbal cues, we are also - Situational
telling the other person how we see our relationship - Environmental
with him, how we see ourselves, and how he should - Cultural
interpret our messages.
Meta-communication- the second level of
communication which refers to any communication
about communication or any verbal and non-verbal
cues about the literal content of the message sent.
8. Respect the personal boundaries of others.
9. Avoid interrupting and side conversations.
10. Make sure that everyone has time to speak, that
all members have relatively equal “air time” if
COMMUNICATION ETHICS
they want it.
▪ the notion that an individual's or group's
behavior are governed by their morals
which in turn affects communication
▪ deals with the moral good present in any
form of human communication
▪ This includes interpersonal communication,
mass mediated communication, and digital
communication.
▪ Bernales, Balon and Biligan (2018) took the Completeness
classic example of a charismatic, but
immoral leader in explaining the concept of The message must be complete and geared to the
ethics in communication. He understands receiver’s perception of the world. The message must
how to persuade his followers with dazzling be based on facts and a complex message needs
rhetoric that appeals to their emotions. Is additional information and/or explanation. A good
he an ethical communicator? subdivision of subjects will clarify the message as a
result of which there will be a complete overview of
what is said.
RHETORICAL TRIANGLE
Concreteness
Concrete business communication is also about a
clear message. This is often supported by factual
material such as research data and figures. The words
used as well as the sentence structure can be
interpreted univocally. Nothing is left to the
imagination.

Courtesy
In addition to considering the feelings and points of
10 BASICS OF ETHICAL COMMUNICATION view of the target group, it is also important to
approach the audience in a friendly and courteous
- By Johnson (as cited in Bernales, Balon, and manner. Use of terms that show respect for the
Biligan, 2018) receiver contribute towards effective
communication. The same goes for the manner in
1. Seek to elicit the best in communications and which you address someone. Not everyone will be
interactions with other group members. charmed if you use a familiar form of address and use
2. Listen when others speak. of a formal address could come across as too distant.
3. Speak non-judgmentally.
4. Speak from your own experience and Correctness
perspective, expressing your own thoughts,
needs, and feelings. A correct use of language has the preference. In
5. Seek to understand others (rather than to be written business communication, grammatical errors
right or more ethical than thou. must be avoided and stylistic lapses or a wrong use of
6. Avoid speaking for others, for example by verbs are not sufficient either in verbal
characterizing what others have said without communication. A correct use of language increases
checking your understanding, or by trustworthiness and the receiver will feel that they
universalizing your opinions, beliefs, values, and are taken seriously.
conclusions, assuming everyone shares them.
7. Manage your own personal boundaries: share
only what you are comfortable sharing.
Clarity ➔
WHAT IS GLOBALIZATION
Clear or plain language is characterized by ➔ the process of bringing people together and
explicitness, short sentences and concrete words. making them exchange ideas in traditional
Fuzzy language is absolutely forbidden, as are formal borders (Nowaczyk, 2017)
language and cliché expressions. By avoiding ➔ “The world driven largely by advances in
parentheses and keeping to the point, the receiver technology, has become inextricably
will get a clear picture of the content of the message. interconnected across distances and other
Briefly-worded information emphasizes the essence boundaries (Downing, 2007)
of the message. Coherence means the connection of ➔ the increasing economic, political, and cultural
ideas at the idea level, and cohesion means the integration and interdependence of diverse
connection of ideas at the sentence level. cultures (Gamble & Gamble, 2013)
➔ “flattening” of the world (Friedman, 2005)
➔ extensive network of economic, culturalm social,
Consideration
and political interconnections and processes
Communicating with the target group. In order to which goes beyond national boundaries (Yeates,
communicate well, it is important to relate to the 2001 in Yalcin, 2009)
target group and be involved. By taking the audience
into account, the message can be geared towards
WHAT IS GLOBAL VILLAGE?
them. Factors that play a role in this are for example:
professional knowledge, level of education, age and ➔ one world interconnected by an electronic
interests. nervous system (media)
➔ McLuhan predicted that this world has become
a reality brought by globalization (Stewart,
Conciseness
2015)
A message is clear when the storyline is consistent
and when this does not contain any inconsistencies.
PROS and CONS of GLOBALIZATION
When facts are mentioned, it is important that there
is consistent, supporting information. Systematically Burlacu, Sorin & Gutu, Cuthbert & Matei, 2018
implementing a certain statement or notation also
contributes to clear business communication. When Positive Effects:
statements are varied, they will confuse the receiver. 1. Reducing the sense of isolation of poor
countries.
2. Expanding the information society and
FUNDAMENTALS OF ETHICAL
enhancing access to information.
COMMUNICATION 3. Increasing the speed of commercial,
- Responsible Thinking financial, and technological operations.
- Decision-making 4. Globalization can be a factor in integrating
- Development of relationships people into the world community.
5. Efficiency of the entire economic activity at
the planetary level.
Negative Effects:
M 1. Security deficit, poverty, personal
insecurity, migration turns into global
2
threat.
2. There are no national solutions to
▪ “No generation has had the opportunity, as we transnational issues.
now have, to build a global economy that leaves 3. Demographic Deficit: is narrow national
no-one behind. It is a wonderful opportunity, but intellectual potential and increase export of
also a profound responsibility.” – Former US human resources
President Bill Clinton 4. Ecology deficiency: the natural world of the
world is rapidly deteriorating in line with the
growth of the national and global economy
5. Reducing the number of jobs.
CONCEPTS of GLOBALIZATION technology has resulted in economies, and the social
▪ Airfare/ Transportation a quality of life fabric of agriculturally based
unimaginable one hundred societies.
▪ Internet
years ago. Life expectancy,
▪ Free trade of goods and services literacy, human health,
▪ Culture leisure, and living standards
have improved dramatically
worldwide.
PROS and CONS of GLOBALIZATION
Weidenbaum & Batterson (2001)
GENERAL PRINCIPLES
GLOBALISTS ANTI-GLOBALISTS to follow when referring to different groups or categories
Does globalization foster economic growth?
Globalization accelerates Globalization subjects the ▪ Race and Ethnicity
economic growth, people of the world to ▪ Gender and Sexual Orientation
increasing standards of financial crises and poverty ▪ Social Class
living, but there are in the name of corporate
▪ Age
winners and losers. greed.
▪ Disabilities
Is globalization good for the consumer?
Globalization benefits the Globalization has resulted
consumer by increasing in record corporate profit Patricia Arinto
income and offering a rates while the worldwide
greater variety of lower- income gap continues to ➔ who asserts in English Race for the Professions
priced products and widen. that it is best to tread carefully with the language
services.
used and to refer race, as “only if it is relevant to
Is globalization good for the worker?
what you have to say”, because race is an
Globalization increases Globalization results in jobs
employment and wages being shipped overseas to emotionally changed topic
and helps improve working low-wage factories with
conditions and protect poor working conditions
Kitty Locker & Donna Kienzler
workers' rights. and abuses of workers'
rights. ➔ one should “refer to a group by the term it
Is globalization good for the environment? prefers”, which means some research is required
Globalization helps clean Globalization exploits local
up and protect the environments in the quest
to find out about acceptable and preferred
environment by providing for corporate profit and terms
the national wealth contributes to worldwide
necessary to undertake global warming.
Betsy Leondar-Wright
environmental
improvements.
➔ sociologist/ activist
Is globalization good for developing nations?
➔ argues in a video interview that classist terms
Globalization helps Globalization subjects
developing nations by developing nations to “attribute favorable traits to the wealthy and
accelerating economic severe trade and financial powerful” and “those in poverty or near-
growth and lifting millions lending practices, keeping poverty”
out of poverty nations trapped in debt
and millions trapped in
poverty. GENDER-BIASED PRONOUNS can be
Does globalization promote human rights? avoided by:
Globalization helps protect Globalization supports a
human rights. Economic world trade in human ▪ dropping pronouns that signify gender and
freedom and political bondage and slavery restating the sentence
freedom are closely linked. estimated in the millions. ▪ changing to plural construction
Does globalization foster the growth of democratic governments? ▪ replacing masculine or feminine pronouns with
Globalization fosters the Globalization threatens the
“one” or “you”
growth of democratic sovereignty of the nation-
governments, which have state by undermining
almost doubled worldwide national laws and
in just the last decade. regulations with the power
of world trade and finance
bodies.
Does globalization improve the quality of life?
The culmination of Globalization threatens
globalization and public health, local
2. Cultural Awareness in Speech
COMMUNICATION IN GLOBALIZATION
▪ The need for cultural awareness is a
Global Communication major impact of globalization on the
required skillset of effective
➔ the development and sharing of information, communicators, resulting in the
through verbal and non-verbal messages, in evolution of communication skills
international settings and contexts. development programs.
➔ Global Communication is directly affected by the ▪ Modern entrepreneurs and employees
process of globalization, and helps to increase need the ability to catch subtle
business opportunities, remove cultural barriers nuances of people's manner of speech
and develop a global village. when communicating across cultures.
➔ Both globalization and global communication Even when two people are speaking
have changed the environmental, cultural, the same language, cultural differences
political and economic elements of the world. can affect vocabulary, colloquial
➔ When it comes to communicating globally, it is expressions, voice tone and taboo
usually in the encoding and decoding that topics.
problems occur. As with any communication, 3. Cultural Awareness in Body Language
ensuring that the message is received as it was ▪ Awareness of cultural differences in
intended is the responsibility of the sender. body language can be just as important
➔ Examples: email, webpage as the nuances of speech.
▪ Modern training programs teach
students to understand acceptable
Local Communication
speaking distances, conflict styles, eye
➔ being able to communicate with the members of contact and posture in different
your local area cultures, accepting that the physical
➔ it can either be in your local language (mother expressions of their own culture are not
tongue), or a common language that you speak universally accepted.
within your town 4. Time Differences
▪ The advent of global collaboration
introduces another new dynamic to
Intercultural Communication communication skills -- the need to
➔ symbolic, interpretive, transactional, contextual communicate and share information
➔ Process in which people from different cultures with people across several time zones
create shared meanings
➔ is the verbal and nonverbal interaction between IMPACT OF GLOBALIZATION TO GLOBAL
people from different cultural backgrounds
➔ used to describe a single person trying to COMMUNICATION
interact in a foreign environment but more 1. Increased Business Opportunities
often, it is a two-way street, where people from ▪ Employment opportunities: Many
both cultures are trying to improve their companies today hire employees that
communication are located in other countries. Using
communication vehicles such as video
calling make it simple to converse with
IMPACT OF GLOBALIZATION TO
colleagues across the globe, almost
COMMUNICATION making it feel as if they are in the same
1. Virtual Interactions room.
▪ Globalization has introduced virtual ▪ Communication technologies enable
communication and collaboration as a many businesses to take advantage of
major part of workplace dynamics. opportunities in different countries or
▪ Modern entrepreneurs need to cities, improving the economic outlook
understand the strengths and on a global level.
limitations of different ▪ Information can be transferred as a
communications media, and how to valuable business asset from one
use each medium to maximum effect. country to another.
▪ Examples: communicating via email,
holding virtual meetings
2. Fewer Cultural Barriers
M
▪ With television and movies, cultural
barriers are becoming less prevalent. 3
▪ Being able to communicate effectively
and frequently with colleagues or
friends across the planet helps people
understand each other’s cultures a
little better.
WHAT IS CULTURE?
3. Creation of a Global Village
▪ global village- term coined by theorist ➔ a system of thinking and acting that is caught by,
Marshall McLuhan and reinforced by, a group of people. Cultural
▪ Wide-spread telephone and internet groups teach their members certain set of
access values, with accompanying behaviors and
▪ Virtual assistant jobs are becoming communication preferences (Stringer &
commonplace Cassiday, 2009)

HISTORY OF GLOBALIZATION AND CULTURAL UNDERSTANDING

COMMUNICATION ➔ influences our personal preference in
1830’s → The telegraph – electric communication via communication style and continues to influence
transatlantic underwater cables our perception of others throughout life
1843 → Washington and Baltimore connected (Haslett, 1989 in Stringer & Cassiday, 2009)
1865 → Britain and India connected
1870’s → Europe linked to large parts of the world CROSS-CULTURAL UNDERSTANDING
1924 → King George V sent a message to himself that
actually circulated the globe in 80 seconds ➔ occurs between people who may have different
19th century → (1) emergence of global news cultural perspectives
networks (satellites): ➔ This can include the entire range of differences
▪ News over large territories from nationality to age to different departments
▪ Global in scope within the same organization (Stringer &
▪ Reached big audiences Cassiday, 2009)
(2) electro-magnetic waves: The emergence of
organizations with mission to disseminate radio ISSUES THAT SURROUND CROSS-
frequencies (birth of radios).
CULTURAL COMMUNICATION
Present → modern technologies
Generalizations – are the patterns of communication
used by most people in any cultural group
USES OF SOCIAL MEDIA (according to
Stereotypes – are cultural norms applied to everyone
RICHMAN) in a group in a rigid manner (negative connotation)
▪ Communication Perception – is highly susceptible to both personal
▪ Cause Support and cultural experiences
▪ Competitions
▪ Communication research
▪ Connection CROSS-CULTURAL MISCOMMUNICATION
▪ Client service
SIX PRIMARY SOURCES:
▪ Community service
(Barna, 1997, in Stringer & Cassiday, 2009)

1. Assumption of similarities
2. Language differences
3. Nonverbal misinterpretations
4. Preconceptions and stereotypes
5. Tendency to evaluate
6. High anxiety
VARIETIES AND REGISTERS M
4
REGISTER
➔ is the level of formality in language as
determined by context
➔ it is a subset of language defined by purpose and
setting
LINGUISTIC LANDSCAPE
NON-FORMAL
FORMAL REGISTER
REGISTER ➔ is the displayed language in a particular space,
▪ Business Letters ▪ Personal E-mails e.g. advertisements, billboards, regulations,
▪ Letters of ▪ Phone texts street names, graffiti and other signages (Carr,
Complaint ▪ Short notes 2019)
▪ Some essays ▪ Friendly letters ➔ Language has the tendency to interact and
▪ Reports ▪ Most blogs create a global environment
▪ Official speeches ▪ Diaries and ➔ the “visibility and salience of languages on public
▪ Announcements journals and commercial signs in a given territory or
▪ Professional region” (Landry and Bourhis 1997)
Emails
GEOSEMIOTICS
NEUTRAL REGISTER
➔ usually used for broadcasting, news, writing ➔ is the study of the social meaning of the material
➔ used to put forward an opinion from the public placement of signs and discourses and of our
actions in the material world (Mooney & Evans,
INTIMATE REGISTER 2015)
➔ used when talking to someone really close to you ➔ explores the placement of signs and symbols in
such as family members, friends, etc. daily life

FROZEN REGISTER PRINCIPLES OF GEOSEMIOTICS

➔ something we see in the bible or in history books ➔ geo: earth, location where you see the signs
➔ registers that are meant to be preserved and semiotics: the study of signs and symbols
unchanged
INDEXICALITY → meaning was given to a sign by a
CONSULTATIVE REGISTER place the sign was put in
➔ used in conversation when they are speaking - the placement of the sign/symbol
with someone who has specialized knowledge or automatically changes its meaning
who is offering service DIALOGICALITY → signs have double meaning, and
they correspond with each other
- same sign can have double meanings
VARIETY SELECTION → one does not see all signs
➔ is a specific set of linguistic items which can be - you decide which sign you notice, and
associated with external factors such as which sign you ignore
geographical area or a social group
KINDS OF SIGNS
linguistic items- grammatical features
➔ variety develops for variety of reasons: REGULATORY → signs that indicates authority
▪ geographical area- people who live in - prohibitions that are legal and official
different geographic areas often develop INFRASTRUCTURAL → signs that indicates
distinct dialects or variations of language maintenance of buildings, infrastructures to give
▪ social group- certain people who belong to warning to people
specific group often academic or COMMERCIAL → signs that advertises or promotes
professional tend to adopt jargons that is products, events, or services
known to and understood only by the - logo of establishments, promotions
members of the specific group
TRANSGRESSIVE → something that deconstructs the
M
traditional or conventional semiotics which are done
intentionally or unintentionally 5
- breaks the conventional signs (ex.
Graffiti)

ONLINE LANDSCAPE ACADEMIC COMMUNICATION

➔ are online platforms where a person can freely ➔ involves presenting ideas effectively and
post articles, journals, and blogs formally in a scholastic environment
➔ Examples: YouTube, Twitter, Facebook, ➔ also called scholarly communication
Instagram, Memes, etc. ➔ refers to methods of communication that are
Memes- is a term given to any posts, language, highly structured and generally only used in
or photo that has an uptake to a social, moral, or pedagogical settings (Lean.org, 2020)
political idea that most of the time seems funny ➔ communication we used in academic
➔ Netizen: These are people who go online. The environment (school)
term netizen is an abstraction of the words-
internet and citizen. Netizens are metaphorically
ARRIVING AN ACADEMIC PAPER
considered as the citizens of the virtual world.
▪ Select a topic
▪ Formulate a working thesis statement (main
HOW TO EVALUATE?
idea)
➔ All media are “constructed” ▪ Prepare preliminary questions
▪ What is the message of the text? ▪ Find sources
▪ How effectively does it represent reality? ▪ Take down and organize notes
▪ How is the message constructed? ▪ Outline your paper
➔ Media have embedded values and point of ▪ Draft your paper
view. ▪ Revise and edit
▪ What lifestyles, values, and points of view ▪ Check documentation
are represented in the text?
▪ Who or what is missing?
ARRIVING AT A RESEARCH PAPER
➔ Each person interprets messages differently.
▪ What message do you perceive from the ➔ can be quantitative or qualitative
text? Parts:
▪ How might others understand it differently? • Literature Review
Why? • Methodology
➔ Media have commercial, ideological, or political • Findings
interest. • Analysis
▪ What is the purpose of the text? • Recommendation
▪ Who is the target audience of the text?
▪ Who might be disadvantaged?
▪ Who created the text? PARAGRAPH
➔ Media are constructed using a creative ➔ A good paper banks on good paragraphs
language having its own rules. Good paragraph has:
▪ What techniques are used and why? • Unity
▪ How effective are the techniques in • Coherence
supporting the messages or themes of the • Brevity
text? • Emphasis
▪ What are the other ways of presenting the ➔ A paragraph can be:
message?
• Narrative
• Descriptive
• Expository- meant to inform or
disseminate information
• Argumentative
HEDGING (the use of cautious language)
ACADEMIC WRITING STYLE
▪ Use impersonal subjects.
FORMALITY ▪ Use passive verbs (focuses on the receiver
▪ Don’t use contractions. of the action).
▪ Don’t use colloquial language or slang. ▪ Use verbs such as imagine, suggest, claim,
▪ Always write as concisely as you can. suppose.
▪ Generally avoid “phrasal verbs” ▪ Use ‘attitudinal signs’ such as apparently,
arguably, ideally, strangely, unexpectedly.
▪ Use verbs such as would, could, may, might.
(Modal verbs)
▪ Use qualifying adverbs such as some,
several, a minority of, a few, many to avoid
▪ Avoid common but vague words and making overgeneralizations.
phrases.
▪ Avoid overuse of brackets; don’t use
exclamation marks or dashes; avoid direct
questions; don’t use “etc.”
▪ Always use capital letters appropriately and
never use the type of language used in
texting.
IMPERSONALITY
▪ Generally avoid personal language
(personal pronouns).

▪ Never use emotive language; be objective

rather than subjective.
APA CITATIONS
▪ Avoid being too dogmatic.
▪ Consistently use evidence from your source ▪ Citations help readers locate your sources. They
reading and reference this correctly. help to continue the scholarly conversation.
▪ Avoid sexist language. ▪ APA requires four elements of every citation:
▪ Avoid he/she, herself/himself etc. • Who: author of the content
• When: date content was published
• What: title of content
• Where: publication information (this can be
the website you got it from or the journal or
book’s publication information)
▪ APA follows an author and date of publication
model for citing sources in your research paper
STRUCTURE and are presented as either narrative or
▪ Make sure you write in complete sentences. parenthetical citations.
▪ Divide your writing up into paragraphs. ▪ The formatting does not vary due to format type;
▪ Use connecting words and phrases to make however, it may deviate from the norm due to
your writing explicit and easy to follow. factors such as: number of authors, organization
▪ Check your grammar and spelling carefully. instead of individual author, lack of author, or
▪ Use nominalizations (noun-based forms) lack of date.
and passives.

CITATIONS FOR DIRECT QUOTES

▪ APA encourages paraphrasing over using direct
quotes. Use direct quotes when:
• Reproducing an exact definition
• Author has said something memorably
or succinctly
• When you want to respond to exact
wording
▪ When creating a citation for a direct quote,
provide author, year, and page number for both
narrative and parenthetical citations.
Ex. University of Southern California (2020)
"direct quote from author" (p. 4) OR “direct
quote from author" (University of Southern
California, 2020, p. 4).
▪ How to cite specific parts of a source:

PAPER ELEMENTS AND FORMATTING

MARGINS
▪ Use 1” margins for the entire document.
▪ Use a ½” indent for every paragraph and
footnote.
▪ Indent set-off quotations ½” from the left
margin.
TEXT FORMATTING
▪ Text font:
• Should be accessible to all users
• The same font should be used throughout
paper
• San serif fonts preferred for online works
(Recommend 11pt Calibri, 11pt Arial, or
10pt Lucida Sans Unicode)
• Serif fonts preferred for print works
(Recommend 12pt Times New Roman or
11pt Georgia)
▪ Font size and type exceptions:
• Figure images- use a sans serif font with a
type size between 8 and 14
• Computer code- use a monospace font
(10pt Lucida Console or 10pt Courier New)
• Footnotes- default footnote settings of
word-processing program acceptable
▪ Do not justify the text or use hyphenation. FOOTNOTES
▪ One space after a period. ▪ Use footnotes to provide additional content or
PAGE HEADER acknowledge copyright permission
▪ Include a running head on every page (Running ▪ Content footnotes convey just one idea and only
Head does not apply to academic/student include simple, relevant or essential information
papers) ▪ Use a footnote to acknowledge the source of
• Doesn't have to be same as title, but lengthy quotes, scale and test items, and figures
limited to 50 characters and conveys or tables that have been reproduced or adapted
the idea of the title ▪ Number all footnotes consecutively in the order
• If title is less than 50 characters, can be they appear, use superscript Arabic numerals
used as running head within the text
• Avoid using abbreviations in the ▪ Appear in the footer or on a separate page
running head following reference
• Appears flush left in all-capital letters • For separate page- Label section
▪ Page number should be flush right. "Footnotes" in bold, centered at the
TITLE PAGE top of the page. Write footnotes as
▪ Title should be typed in title case, bold, centered double-spaced indented paragraphs
and positioned in upper half of title page which begin with superscript footnote
• If title is longer than one line, separate number.
the title and subtitle on double-spaced APPENDICES
lines if desired ▪ Begin each appendix on a new page following
▪ Center the author's/authors' name directly references and footnotes (if applicable).
under the title. ▪ If single appendix, label page "Appendix."
▪ Format the name omitting titles (Dr, Prof, etc.) ▪ If there is more than one appendix, label each
and degrees: First name, middle initial, last with a capital letter (ex. "Appendix A,"
name. "Appendix B" and so forth) in the order they're
▪ Center the institutional affiliation directly under mentioned in the text
the author's/authors' name. ▪ If the appendix includes text, the text should be
▪ Author's note (not applicable to student papers) written as regular indented paragraphs
▪ Student papers should include: • If text appendix contains tables,
• Course number and name of course figures, footnotes and/or display
• Instructor name equations, give each one a number
• Assignment due date preceded by the letter of the appendix
▪ Running head in page header, flush left (not in which it appears (ex. Figure A2 for
applicable to student papers) the second figure in Appendix A).
▪ Page number in page header, flush right ▪ If appendix "consists of only a table or figure,
INTRODUCTION then the appendix label takes the place of the
▪ Begin introduction on a new page. table or figure number and the appendix title
▪ Type the title in title case, bold, centered and takes the place of the table or figure title."
positioned at the top of the first page of text
▪ Do not type the heading "Introduction," title will ABBREVIATIONS
act as de facto Level 1 heading
▪ Use Level 2 heading for any subsections within
introduction, Level 3 for subsections of Level 2,
and so on
▪ Use Level 1 heading for next main section of
paper
REFERENCES (REFERENCE PAGE)
▪ Starts on new page
▪ The word "References" should appear (without
quotation marks) centered at the top of the
page, bold
▪ Double-space all reference entries
▪ Use a hanging indent for reference- first line of
each reference is flush with the left margin while
subsequent lines are indented.
▪ Using multiple channels to reinforce complex
M
messages decreases the likelihood of
6 misunderstanding.
▪ Personal barriers are reduced by conscious
efforts of senders and receivers to understand
each other’s values and beliefs.
▪ One must recognize that people engage in
COMMUNICATION IN THE WORKPLACE
selective perception and are prone to jealousy
▪ Communication in the workplace is critical to and fear.
establishing and maintaining quality working ▪ Sharing empathy with those to whom messages
relationships in organizations are directed is the best to increase effective
communication.
IMPORTANCE OF COMMUNICATION IN THE ▪ Use techniques that extended beyond
traditional organizational lines to facilitate
WORKPLACE
communication.
• Creates job satisfaction ▪ Use management processes that are
• Lessens conflicts organizational rather than confined functional.
• Increases productivity Planning, controlling, and managing information
• Nurtures relationships systems facilitate communication.
• Maximizes resources ▪ Use human resources policies and procedures to
enhance cooperation among members in
organization.
COMMUNICATION BARRIERS ▪ Use management processes to resolve conflicts
ENVIRONMENTAL BARRIERS in an equitable manner to produce effective
• time communication.
• managerial philosophy
• power or status BUSINESS WRITTEN COMMUNICATION
• technology
PERSONAL BARRIERS • Texts/Chats
• frame of reference- the set of values and • Emails
beliefs of people • Memos
• status quo- became a problem when • Letters
someone prefers of accepts the present or • Proposals
current situation • Reports
• Lack of empathy • Resume

OVERCOMING BARRIERS Longest et.al (2000) BUSINESS TEXTING/CHATTING

▪ Environmental barriers are reduced if receivers ▪ Know your recipient.
and senders ensure that attention is given to ▪ Anticipate unintentional misinterpretation.
their messages and that adequate time is ▪ Use it when appropriate but don’t abuse it.
devoted to listening to what is being ▪ Unplug yourself once in a while.
communicated. ▪ Don’t text/chat and drive.
▪ A management philosophy that encourages the
free flow of communication is constructive. EMAILS
▪ Reducing the number of links (levels of
organizational hierarchy or steps between ▪ Proper salutations should demonstrate respect.
sender and receiver) reduces opportunity for ▪ Subject lines should be clear, brief, and specific.
distortion. ▪ Close with a signature.
▪ The power/status barriers can be removed by ▪ Avoid abbreviations.
consciously tailoring words and symbols so that ▪ Be brief. Omit unnecessary words.
messages are understandable; reinforcing words ▪ Use a good format.
with actions significantly improves ▪ Reread, revise, and review.
communication among different power/status ▪ Reply promptly.
levels. ▪ Use “reply all” sparingly.
▪ Avoid using all caps.
▪ Test links. BUSINESS PROPOSALS
▪ Give feedback or follow up.
➔ documents designed to make persuasive appeal
MEMOS to its audience
Parts:
▪ Audience Orientation ▪ Cover page- name, title, date, and specific
▪ Professional, Formal Tone reference to request for proposal if applicable
▪ Subject Emphasis ▪ Executive Summary- one- or two- paragraph
▪ Direct Format summary of the product or service and how it
▪ Objectivity meets the requirements and exceeds
expectations
LETTERS ▪ Background- history of the product, service,
and/or company and consider focusing on the
Elements/Parts: relationship between you and the potential
▪ Return Address- your address where someone buyer and/or similar companies
could send a reply ▪ Proposal- the idea: who, what, where, when,
▪ Date- the date should be placed at the top, right why, and how
or left justified, five lines from the top of the ▪ Market Analysis- what currently exists in the
page or letterhead logo. marketplace, competing products or services,
▪ Reference (Re:)- this is where you indicate what and solution?
the letter is in reference to, the subject or ▪ Benefits- how will the potential buyer benefit
purpose of the document. from the product or service?
▪ Delivery (optional)- you can indicate on the ▪ Timeline- a clear presentation, often with visual
letter how it was delivered aids, of the process, from start to finish, with
▪ Recipient Note (optional)- this where you can specific, dated benchmarks used
indicate if the letter is confidential ▪ Marketing Plan- how will people learn about
▪ Salutation- a common salutation may be “Dear you?
Mr. (full name)”, a colon after should be used ▪ Finance- what are the initial costs, etc.?
- The salutation “To whom it may concern” is ▪ Conclusion
appropriate for letters of recommendation
or other letters that are intended to be read REPORTS
by any and all individuals.
▪ Introduction- opening paragraph and may ➔ designed to record or convey information to
include an attention statement readers
▪ Body- this is where you state the details ➔ informative in nature rather than persuasive
▪ Conclusion- this tie the main points together Kinds/Types of Reports:
- clearly summarizes the points of the email ▪ Laboratory Reports- communicate the
▪ Closing- “Sincerely” or “Cordially” are standard procedures and results of laboratory activities
business closing statements ▪ Research Reports- study problems specifically by
- Closing statements are normally placed one developing hypotheses, collecting data,
or two lines under the conclusion and analyzing data, and indicating finding or
include a hanging comma (ex. Sincerely,) conclusions
▪ Signature- five lines after the close, you should ▪ Field Study Reports- describe one-time events,
type your name (required) and on the line below such as trips, conferences, seminars, as well as
it, your title (optional) reports from branch offices, industrial and
▪ Preparation Line- if the letter was prepared, or manufacturing plants
word-processed by someone other than the ▪ Progress Reports- monitor and control
signatory, then inclusion of initials is common, as production, sales, shipping, service, or related
in MJD or abc. business process
▪ Enclosures/Attachments- files ▪ Technical Reports- communicate process and
▪ Courtesy Copies or “CC”- the relevant parties product from a technical perspective
that will also receive a copy of the document ▪ Financial Reports- communicate status and
▪ Logo/contact information- logo or contact trends from financial perspective
information for the organization ▪ Case Studies- represent, analyze, and present
specific case or example
▪ Needs Assessment Reports- assess the need for - clearly indicates the main results
a service or product and their relation to recommended
▪ Comparative Advantage Reports- discuss action or outcome
competing products or services with an analysis ▪ References- bibliography or work cited
of relative advantages and disadvantages - list of citations
▪ Feasibility Studies- analyze problems and ▪ Appendix- related supporting materials
predict whether current solutions or alternatives - maps, analysis of soil samples, etc.
will be practical, advisable, or producing desire
outcome(s)
RESUMES
▪ Instruction Manuals- communicate step-by-step
instructions on the use of a product or service ➔ a formal document that a job applicant creates
▪ Compliance Reports- documented evidence you to itemize their qualifications for a position
must produce to auditors to prove your ➔ usually includes work experience, education,
company is compliant with the requirements put skills and any other relevant information you
in place by a government and regulatory agency want to share with your future employer
under a particular regulation Types:
▪ Cost-Benefit Analysis Reports- communicate ▪ Reverse Chronological- (also called reverse time
costs and benefits of a business order) focuses on work history
▪ Decision Reports- make recommendations to ▪ Functional- (also called competency-based
management and become tools to solve resumes) focuses on skills
problems and make decisions ▪ Combination- list your skills and experiences
▪ Benchmark Reports- establish criteria and first, then employment history and education
evaluate alternatives by measuring against the ▪ Targeted- a custom document that specifically
establish benchmark criteria highlights the experience and skills that are
▪ Examination Reports- report or record data relevant to the job
obtained from an examination of an item or ▪ Scannable- specifically formatted to be read by
conditions, including accidents and natural a scanner and converted to digital information
disasters
▪ Physical Description Reports- describe the
physical characteristics of a machine, a device, or
M
object
7
▪ Literature Reviews- present summaries of the
information of the given subject
Parts:
▪ Cover- title and image
PUBLIC SPEAKING
▪ Title Fly- title only
▪ Title Page- label, report, features title, author, ➔ it's a presentation that's given live before an
affiliation date, and sometimes for whom the audience
report was prepared ➔ the goal of the speech may be to educate,
▪ Table of Contents- a list of main parts of the entertain, or influence the listeners
report and their respective page numbers
▪ Abstract HISTORY OF PUBLIC SPEAKING
- Informational abstract: highlight topic,
methods, data, and results ➔ Most public speaking experts involved with
- Descriptive abstract: all of the public speaking in business communication
statements above without statements traced the origins of modern public speaking
or conclusion or recommendation back to ancient Greece and Rome.
▪ Introduction- introduces the topic of the report ➔ They developed public speaking methods that
▪ Body- key elements of the body include: are still studied today.
• Background ➔ The ancient Greeks used public speech primarily
• Methodology to praise or persuade others.
• Results ➔ All Greek citizens had the right to suggest or
• Analysis of Recommendation oppose laws during their assemblies, this
▪ Conclusion- concise presentation of findings resulted in a need for skilled public speakers.
➔ Public speaking in the time of the Greeks was
called rhetoric.
➔ Later, when Rome came to power, speaking in • Testimony
public was used during the Roman senate • Visual aids/objects/boards/flipcharts
sessions. The Romans adopted the public
speaking rhetoric methods of the Greeks. In fact,
ORGANIZING YOUR MAIN POINTS
most public speaking teachers of the time were
Greek. 1. Organize your main points
➔ The Latin style of public speaking was popular in • Topical- by topic
the US and Europe until the mid-20th century. • Chronological- step-by-step, narrative
➔ After World War II, a less formal and more • Problem-Solution- present the problem
conversational speaking style of speaking first, then offer solution/s
became popular. Also, electronic tools became • Cause-effect- present the
available to enhance public presentations. cause/problem/advocacies first, then
➔ Towards the end of 20th century, those effects
electronic tools migrated to the computer. They • Monroe’s Motivated sequence:
evolved into the computer software tools. - Attention
PowerPoint, is one of those tools that we know - Need
and use today. - Satisfaction
- Visualization
SELECTING AND NARROWING A TOPIC - Action
2. Incorporate support material.
1. Analyze your audience
3. Use signposting. (a verbal or visual marker
• Demographic- social cultural categories indicating the direction you are taking your
• Psychological- psychological dispositions speech/presentation)
- attitudes, beliefs, values 4. For introduction, you may use humor, cite a
likes and dislikes startling fact/statistic, use a quote, ask a
question, tell a story.
- what they believe 5. For conclusion, you may summarize the
true or false importance of your topic, review main points,
- influenced by
what was taught end with a bang.
or learned

DELIVERING YOUR SPEECH

- deeply rooted in our culture, psyche, or the beliefs we have
faith in
- set of principles
1. Manage public speaking anxiety.
- what is good and what is wrong • Systematic desensitization
• Cognitive restructuring
• Situational- physical surroundings and/or • Skills training
speech environment 2. Practice your speech.
- Available equipment or 3. Pay attention to vocal delivery (rate, volume,
technology for the speech pitch, articulation, pronunciation, fluency).
2. Determine your Purpose, Topic, and Thesis 4. Pay attention to physical delivery (facial
Purpose: to inform, to persuade, to entertain expressions, eye contact, posture, gestures,
Topic appearance).
Thesis: one-sentence central idea of the entire 5. Practice with your visual aids.
speech

RESEARCHING AND SUPPORTING YOUR

SPEECH
1. Find supporting material
• periodicals, newspapers, books, general
references, interviews, websites
2. Utilize supporting strategies
• Examples
• Explanation
• Statistics
• Analogies