POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

Instructional Material for

GEED 10063
PURPOSIVE COMMUNICATION

COMPILED BY:

MARIA ASUNCION R. DEL CASTILLO

JOSCELLE JOYCE L. RIVERA

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Republic of the Philippines
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
Office of the Vice President for Branches & Campuses
LOPEZ, QUEZON BRANCH
Updated and Enhanced Summer AY 2020-2021
Course Title : Purposive Communication

Course Code : GEED 10063

Course Credit : Three (3)

Pre-requisite(s) : None

Course Description : Purposive Communication is a three-unit course that develops students’ communicative competence
and enhances their cultural and intercultural awareness through multimodal tasks to provide them
opportunities for communicating effectively and appropriately to multicultural audience in local or global
contexts with focus on effective use of English language, the world’s Lingua Franca. It equips students
with tools from critical evaluation of variety of texts and focuses on the power of language and the
impact of images to emphasize the importance of conveying messages responsibly. The knowledge,
skills, and insights that students gain from the course may be used in their academic endeavours, their
chosen disciplines and their future careers as they compose and produce relevant oral, written, audio-
visual, and/or web-based output for various purposes. It also aims to familiarize learners on the varieties
of Englishes and lexicons from different English-speaking countries for effective global communication.

VISION:
PUP: THE NATIONAL POLYTECHNIC UNIVERSITY

2nd Floor Administrative Building, Yumul St. Brgy. Burgos Lopez, Quezon Phone: (Direct Lines and Telefax) 042-326-1256
Website: www.pup.edu.ph Email: [email protected]
“THE COUNTRY’S 1ST POLYTECHNICU”
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Institutional Learning Outcomes Program Outcomes Course Outcomes
1. Creative and Critical Thinking After finishing their respective At the end of the course, the students
Graduates use their imaginative as programs, the graduates are expected are expected to:
well as a rational thinking abilities to to:
life situations in order to push 1. articulate a comprehensive and KNOWLEDGE
boundaries, realize possibilities, and contextualized understanding 1. recite the PUP vision, mission
deepen their interdisciplinary and of English language systems and philosophy;
general understanding of the world. and their development; 2. infer the essence of critical
2. Effective Communication 2. communicate in English thinking, creativity,
Graduates are proficient in the four fluently, accurately, ethically, collaboration and
macro skills in communication and creatively in diverse social, communication in the
(reading, writing, listening, and cultural, academic, and interconnected world;
speaking) and are able to use these professional setting; 3. identify the principles,
skills in solving problems, making 3. demonstrate leadership and processes and ethics of
decisions, and articulating thoughts organizational skills in English communication;
when engaging with people in various language learning in the 4. present ideas on
circumstances. diverse local and global social, communication and
3. Strong Service Orientation cultural, academic, and globalization using text and
Graduates exemplify the professional setting; speech;
potentialities of an efficient, well- 4. participate effectively in 5. compare and contrast the
rounded and responsible multimodal communication varieties of English lexicons
professional deeply committed to situations where language for global communication;
service excellence. systems vary; 6. recall previous learned
4. Community Engagement 5. produce well-written texts for information;
Graduates take an active role in the various academic and 7. comprehend the meaning of a
promotion and fulfillment of various professional purposes; text and image;
advocacies (educational, social and 6. lay groundwork for advanced 8. recognize the communication
environmental) for the advancement and continuous studies on the aids and strategies using the
of community welfare. English language and its tools of technology;
5. Adeptness in the Responsible Use varieties used in diverse local 9. describe the various genres
of Technology and global contexts; and used across professions.
Graduates demonstrate optimized 7. integrate technology in
use of digital learning abilities, teaching and learning English. SKILLS
including technical and numerical 1. convey ideas through oral,
skills. audio-visual, and/or web-
6. Passion to Lifelong Learning based presentations for

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Graduates are enabled to perform different target audiences in
and function in the society by taking local and global settings;
responsibility in their quest to know 2. create clear, coherent, and
more about the world through lifelong effective communication
learning. materials;
7. High Level of Leadership and 3. use technology and media
Organizational Skills effectively;
Graduates are developed to become 4. express understandable and
the best professionals in their culturally-sensitive thoughts;
respective disciplines by manifesting 5. follow the steps in writing a
the appropriate skills and leaderships research paper.
qualities.
8. Sense of Personal and
Professional Ethics VALUES
Graduates show desirable attitude * 1. demonstrate pride in being a
and behavior either in their personal PUPian and state scholar;
and professional circumstances. * 2. reflect on a learning
9. Sense of National and Global * experience;
Responsiveness 3. display a commitment toward
Graduates’ deep sense of national accomplishing the goal of
compliments the need to live in a * being communicative
global village where one’s culture and competent;
other people culture are respected. 4. promote collaboration and
cooperation with others;
5. demonstrate ethical standards
in communicating;
6. understand the concept of
diversity and respect all the
time;
7. appreciate the impact of
communication to different
societies and the world.

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COURSE LEARNING PLAN
Schedule Learning Topics Methodology Resources Assessment
Outcomes
*Recognize the *The Pup Philosophy, Lecture and Student Handbook *Recitation using the Rubric
PUP philosophy, Vision, Mission, and Discussion • Speaks Clearly
vision, mission Shared Values www.pup.edu.ph • Volume
and shared • Posture and Eye
values *Institutional Learning Contact
Outcomes • Preparedness
*Learn by heart
the PUP *Creating a DIY (Do It
Week 1 philosophy, Yourself) artwork reflecting
vision and the PUP Vision and Mission
mission Rubric:
• Creativity
*Demonstrate • Workmanship
pride in being a • Grammar/Spelling
PUPian and a
• Originality
state scholar
• Attractiveness
*Name the 4c’s *Communication Skills Lecture and Instructional Material *Rubric for the Personal
of the 21st in the 21st Century Discussion Vision/Mission Statement
century skills Course Syllabus
1. The 4c’s of the Group Work: *Peer Interaction Rubric
*Infer the 21st Century In-depth • Verbal
essence of Skills sharing their Communication
critical thinking, 2. The Learning personal • Body Language
Week 2
creativity, Outcomes of the vision • Cooperation
collaboration and Course • Respect
communication in
the
interconnected
world

*Understand the
learning
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outcomes of the
course
Identify the Communication Lecture and Instructional Material Quiz
principles, Principles, Processes Discussion
processes and and Ethics *World Health *Rubric for Writing a Letter
ethics of 1. Principles Classifying Organization’s • Writing Process
communication 2. Processes the Elements Director-General • Topic
3. Ethics of Speech • Organization and style
Week 3 –
Describe the 4. Guidelines for Communicatio • Spelling and
elements of Effective n Vocabulary and
Week 4
verbal and non- Communication Punctuation
verbal Letter Writing • Creativity
communication

Practice effective
communication
skill
Present idea on Communication and Lecture and Instructional Material Comprehension Check
communication Globalization Discussion
and globalization 1. How to *https://www.economis *Posting on Social Media
using text and Communicate Reading a t.com one’s insights about being a
speech in Effectively in a Text Responsible Digital Citizen
multiple forms Global Society *The Effects of Rubric:
Watching a Globalization on • Content
Week 5 Explain the Video Communication • Graphics-Relevance
impact of (YouTube) • Post
globalization on • Friend Comments
communication *Social Media • Pictures
and vice-versa Platforms:
Facebook
Twitter
Instagram
Increase cultural Communication in Lecture and Instructional Material Quiz
and intercultural Multicultural Contexts Discussion
Week 6
awareness 1. The Online Sources *Rubric for Slogan Writing
Developmental • Craftsmanship
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Develop Model of *Self-Audit • Creativity
sensitivity in Cultural Task • Originality
communication of Sensitivity • Grammar
ideas 2. Intercultural *Slogan
Communication Writing
Demonstrate an Skills
awareness of the 3. Guidelines for
reality of cultural Communicating
diversity in a Multicultural
Context
Understand how 4. Avoiding
cultural diversity Gender-Biased
affects Language
communication 1.
Demonstrate Varieties and Registers Lecture and Instructional Material Quiz
understanding of of Spoken and Written Discussion
the concept of English Language Graded Recitation
the varieties of Pronunciation *American vs. British
English Exercises spelling, pronunciation
and words (YouTube)
Enjoy learning Research
new words in Work Online References
other varieties of
English Completion of
Week 7 – Table
Week 8 Describe the
different
communication
climate of ENL,
ESL, and EFL
context

Compare and
contrast the
varieties of
English lexicons

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for global
communication
Week 9 M I D T E R M E X A M I N A T I O N
Apply critical Evaluation of Texts and Lecture and Instructional Material Quiz
reading in Images in Multicultural Discussion
evaluating in Contexts Evaluation Report
evaluating text 1. Critical Reading *Evaluating *Information Literacy:
and images 2. Guide Questions an The Battle We Won *Slogan on Fake vs. Fact
Discuss in Evaluating a Infographic, That We Lost? by
strategies in Text Print Sussana M. Cowan
evaluating text 3. Guide Questions Advertisement
and images in Evaluating , Poster, and
Images Facebook
Week 10
Analyze the Post
visual and
technical quality
of the image

Assess the
usefulness,
relevance and
credibility of the
text or image
Identify Communication Aids Lecture and Instructional Material *Rubric for PowerPoint
communication and Strategies using Discussion Presentation
aids and Tools of Technology Laptop • Number of Slides
strategies using 1. Creating an Reflection • Font size
technology Effective Projector • Graphics
Week 11 – Presentation Creating a • Label
Week 12 Convey ideas Presentation • Color
through oral, • Background
audio-visual, and • Text
web-based or
• Presentation
online
presentations

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Discuss the *Communication for Lecture and Instructional Material *Rubric for Memorized
principles of General Purposes Discussion Verses:
effective public 1. Essentials of *I Am A Filipino by • Attire
speaking Oral Completion of Carlos P. Romulo • Eye Contact
Communication Worksheet • Facial Expression
Perform an • Material • Movements
assigned • Message Performing an • Posture
speaking task • Methods Assigned • Space
• Manner Speaking • Time management
Week 13 – Develop a well- 2. Components of Task
• Voice
Week 14 defined speech a Speech • Overall appeal
3. Beginning and Role Playing
Apply non-verbal Ending a
cues effectively Speech
4. Non-Verbal
Use audience Communication
analysis 5. Audience
strategically Analysis
6. Time-Tested
Principles
Identify the Communication for Lecture and Instructional Material Rubrics for Writing Letters,
various genres Work Purposes Discussion Memos, and E-mails
used across 1. Genres Business • Ideas and Content
professions Across Letter Writing Communication Books • Style, Format and
Professions Design
Explain the 2. Essentials of Memo Writing • Organization
features of a Business • Grammar and
Week 15 letter, memo and Writing E-mail Writing Mechanics
an e-mail 3. Business
Letter Minutes
Write good 4. The Memo Writing
minutes 5. The E-mail
6. The Minutes
of a Meeting
7. Report

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8. Business
Proposal

Determine the Communication for Lecture and Instructional Material Presentation of a Research
nature of Academic Purposes Discussion Topic
research writing 1. Essentials of Related References
Research Comprehensi
Week 16 Explain the Writing on Check
qualities of an 2. Parts of the
effective Research Selection of a
research writer Report Research
Topic
Week 17
F I N A L E X A M I N A T I O N
Rounding up Activities
Week 18 Summary and Synthesis of the Course
Future Direction

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Suggested Readings and References:

Required Readings
Adler, R., Elmhorst, J.M.,& Lucas, K. (2012) Communicating at work: Strategies for success in
business and the professions. NY:
McGraw Hill
Baker, W. (2012). From cultural awareness to incultural awareness: culture in ELT. ELTJournal,
66(1).62-70.
Biber, D. & Conrad S. (2009). Register, genre and style. Cambridge: Cmabridge University.
Chase, R. & Shamo, S. (2013). Elements of effective Communication, 4th ed. Washington, Utah:
plain and Precious Publishing.
Dainton, M. & Zelley E. (2015). Applying communication theory for professional life. A practical
introduction, 3rd ed. Sage
Publications.
Kirkpatricl, A, (2007). "World Englishes: Implications for International Communication and English
Language Teaching." English
in the World: Global Rules, Global Roles, Cambridge University Press.
Mooney, a.Peccei, J.S., La Belle, S., et al, (2010). Language, society and power: An introduction,
3rd ed. London: Routledge.

Other References
Axelord, R.B. & Cooper. C.R. (2011). Axelrod and Cooper's Concise Guide to Writing, 5th Ed.
Boston: Bedford/St. Martin's
Gepila, Jr., E.C. (2014). Examining the Composition Writing Competency of PUP Laboratory High
School Grade Seven Students
for Improving tyeaching Writing Methodologies. Unpublished master's Thesis. Philippine
Normal University, Taft, Manila.
Solomon, B.A. & Felder, R.M. (2009). Index of Learning Style Questionnaire. www.engr.ncsu.edu

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Course Grading System:
MIDTERM GRADE 50% FINAL GRADE 50%
QUIZZES 35% QUIZZES 35%
35%
CLASS STANDING 35% CLASS STANDING

• Seatworks • Seatworks
• Assignments • Assignments
• Recitation • Recitation 30%
• Project • Project
• Attendance • Attendance
Midterm Examination 30% Final Examination
TOTAL 100%

Classroom Policy:

1. Arrive on time.
2. Come to class prepared.
3. Respect everyone.
4. Speak English all the time.
5. Be responsible and awesome.
6. Observe academic honesty.
7. Follow all school rules and policies.

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Consultation Time:

For questions regarding one’s progress in my class, I can be reached at after class hours or via email
[email protected] and mobile no. 09204138549 enhanced part.

Prepared by: Enhanced by: Reviewed by:

Prof. CARCEUS A. GARCIA Assoc. Prof. MARIA ASUNCION R. DEL CASTILLO DR. RUFO N. BUEZA
Chairperson, Department of English and PUP Lopez, Quezon Branch Head, Academic
Programs Foreign Languages &
Linguistics, PUP Manila

Recommending Approval:

DR. RUFO N. BUEZA

Branch Director

Approved by:

Prof. PASCUALITO B. GATAN, MBA

VISION:
PUP: THE NATIONAL POLYTECHNIC UNIVERSITY

2nd Floor Administrative Building, Yumul St. Brgy. Burgos Lopez, Quezon Phone: (Direct Lines and Telefax) 042-326-1256
Website: www.pup.edu.ph Email: [email protected]
“THE COUNTRY’S 1ST POLYTECHNICU”
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TABLE OF CONTENTS
Preface…………………………………………………………………………………………………………………….vi

Course Outline………………………………………………………………………………… viii

LESSON 1 THE PUP PHILOSOPHY, VISION, MISSION, AND SHARED VALUES .....8
PUP at a Glance…………………………………………………………………………………. 9
PUP Philosophy, Vision and Mission……………………..………………………………9
Shared Values and Principles…………………………………….…………………………………… 10
Ten Pillars………………………………………………………………………..……………….… 10
Institutional Learning Objectives……………………………….…………….……………. 11

LESSON 2 COMMUNICATION SKILLS IN THE 21st CENTURY…………………………..….14

The Learning Outcomes of the Course……………………………………………….... 15
Crafting a Vision toward Communicate Competence……………………………… 16

LESSON 3 COMMUNICATION PRINCIPLES, PROCESSES AND ETHICS………..…….19

Guidelines for Effective Communication…………………………………….……….... 23
WHO Director-General Media Briefing on COVID………………………………..….24

LESSON 4 COMMUNICATION AND GLOBALIZATION……………………….………………. 30

Storm in a Coffee Cup……………………………….………………………………………….30
How to Communicate Effectively in a Global Society……………………………….32

LESSON 5 COMMUNICATION IN MULTICULTURAL CONTEXTS…………….……………36

The Developmental Model of Cultural Sensitivity……………………………………..37
Intercultural Communication Skills……………………………………………………..…..37
Gender Biased Words….…………………………………………………….………………….38
Avoiding Gender-Biased Language…………………………………………….………… 39

LESSON 6 VARIETIES AND REGISTERS OF SPOKEN AND WRITTEN

ENGLISH LANGUAGE……......................................................……................
4339
Varieties of English……………………………………………………………………….…………. 4339
Language Registers……………………………………………….…………………………………. 48

LESSON 7 EVALUATION OF TEXTS AND IMAGES IN

MULTICULTURAL CONTEXTS…………………………………….…………………….…… 53 48
Qualities of a Critical Reader……………………………………………………………………… 54
General Guide Questions in Evaluating a Text………………………….…………………
55

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General Guide Questions in Evaluating Images……………………………………..55

LESSON 8 COMMUNICATION AIDS AND STRATEGIES USING TOOLS

OF TECHNOLOGY…………………………………..…………………………………..………… 6155
General Guidelines for Creating an Effective Presentation………………………....
62

LESSON 9 COMMUNICATION FOR GENERAL PURPOSES……………………………………..…. 66

Essentials of Oral Communication…………………………………………….…………..…….66
Material
Message
Methods of Delivery
Manners in Speech
Components of Speech
Power Tips for Beginning and Ending a Speech
Non-Verbal Communication……………….………………………………………………..…… 7264
Aspects of Non-Verbal Communication
Non-Verbal Patterns and their Interpretation
Building Connections with the Audience………………………………………...…….…....
83
Audience Analysis
Maslow’s Hierarchy of Needs

LESSON 10 COMMUNICATION FOR WORK PURPOSES…………………….…………….…..89

Essentials of Business Writing………………………………………………………….……90
Business Letter…………………….……………………………………..……….…..…………. 90
Memorandum.……………………….…………………………………………………..………….92
Electronic Mail.……………………………..……………………………………………………… 94
Minutes of the Meeting……………..………………………………..………………………… 95
Business Proposal…………………………………………………………………………………97

LESSON 11 COMMUNICATION FOR ACADEMIC PURPOSES..………………….……………107

Essentials of Research Writing………………………………………………………...……107
Power Tips for Writing a Research Report……………..………………………….……111

REFERENCES……………………………………….…….………………………………………………………..…116

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PREFACE
A transformational paradigm shift has evolved amid the
COVID 19 epoch. Educational leaders have come up with a
Learning Continuity Plan that is adapted to mitigate the further
spread of the pandemic.
The lockdown has served as a catalyst to embrace an
educational approach called Blended Learning. This is a
hybrid method of learning that combines the traditional face to
face instruction with technology-powered learning.
This instructional material in Purposive Communication is a prompt and deliberate
response to the “new world” landscape that has cropped up across the world. This
material offers relevant information complemented with a wide-array of activities essential
in learning the course. Each lesson reflects the learning objectives to guide the learners
toward the right direction to achieve the learning goals. Rubrics are also provided as
assessment tool.
The different lessons in this material are broken down into three distinct phases,
namely:

erceive makes the learners recognize the essential concepts that are deemed

crucial in acquiring language skills.

nderstand requires a greater level of recognition and power of comprehension

to achieve a grasp of the concepts learned.

repare requires the students to devise a spoken or written output using the

lingua franca.
Putting together the initial letters P.U.P, this material will serve as an effective tool
towards the attainment of the institutional learning objective of creating students who are
proficient in the four macro-skills (reading, writing, listening and speaking) and are able
to use these skills in articulating their thoughts with people in various circumstances.

MARIA ASUNCION R. DEL CASTILLO

Associate Professor

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PREFACE
This 21st century pandemic is fast tracking a major
shift that is realigning and redefining world’s education
system. Despite it all, education advocates and stakeholders
keep their flames constantly blazing that no learner left
behind, as they forge to ensure learning continuity amid
COVID 19.
A Learning Continuity Plan provides a clear path to the
education department on how to deliver education in the time
of crisis without sacrificing the health, safety, and welfare of
the learners, teaching and non-teaching personnel. Thus, the
Education Department comes out with a menu of options to choose from. In the absence
of face-to-face learning modality, there is the presence of Blended Learning. This is a
hybrid and mixed-modality putting a spotlight on learning through traditional classroom
methods with the use of electronic and online learning resources.
Hence, this learning resource in Purposive Communication is a portion of the
aforementioned modified curriculum. The role to be played by this material caters
extensive lessons and activities with corresponding rubrics which enhance the
communicative competence of the 21st century learners.
Furthermore, this is geared with learning objectives to guarantee a lasting
commitment to lifelong learning.
The different lessons in this material are broken down into three distinct phases,
namely:

erceive makes the learners recognize the essential concepts that are deemed
crucial in acquiring language skills.

nderstand requires a greater level of recognition and power of comprehension

to achieve a grasp of the concepts learned.

repare requires the students to devise a spoken or written output using the
lingua franca.
Relating the initial letters P.U.P, this material packs the fulfilment of the institutional
learning objectives of molding students not only equipped in one skill but those who
showcase expertise in listening, speaking, reading and writing and are proficient in
presenting to different audiences for various purposes.

JOSCELLE JOYCE L. RIVERA

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LESSON 1

Objectives
At the end of the lesson, you should be able to:

1. recognize the PUP philosophy, vision, mission and shared values;

2. learn by heart the PUP philosophy, vision and mission;
3. demonstrate pride in being a PUPian and state scholar;
4. design a bookmark showcasing the PUP vision and mission.

ERCEIVE
The Polytechnic University of the Philippines (PUP) is a government educational institution
governed by Republic Act Number 8292 known as the Higher Education Modernization Act of
1997, and its Implementing Rules and Regulations contained in the Commission on Higher
Education Memorandum Circular No. 4, series 1997. PUP is one of the country's highly competent
educational institutions. The PUP Community is composed of the Board of Regents, University
Officials, Administrative and Academic Personnel, Students, various Organizations, and the
Alumni.

Governance of PUP is vested upon the Board of Regents, which exercises policy-making
functions to carry out the mission and programs of the University by virtue of RA 8292 granted by
the Commission on Higher Education. The University is administered by an appointed President

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by virtue of RA 8292 and is assisted by an Executive Vice President and the Vice Presidents for
Academic Affairs, Student Services, Administration, Research, Extension and Development, and
Finance.

PUP AT A GLANCE

PUP’s Vision and Mission clearly articulate its fundamental aims, what it stands for, what
it is trying to achieve throughout its continued existence.

The PUP PHILOSOPHY

As a state university, the Polytechnic University of the Philippines believes that:

1. Education is an instrument for the development of the citizenry and for the
enhancement of nation building, and
2. That meaningful growth and transmission of the country are best achieved in an
atmosphere of brotherhood, peace, freedom, justice and nationalist-oriented
education imbued with the spirit of humanist internationalism.

VISION

PUP: THE NATIONAL POLYTECHNIC UNIVERSITY

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MISSION
Ensuring inclusive and equitable equality education and promoting lifelong learning
opportunities through a re-engineered polytechnic university by committing to:
2. provide democratized access to educational opportunities for the holistic development
of individuals with global perspective
3. offer industry-oriented curricula that produce highly-skilled professionals with
managerial and technical capabilities and a strong sense of public service for nation
building
4. embed a culture of research and innovation
5. continuously develop faculty and employees with the highest level of professionalism
6. engage public and private institutions and other stakeholders for the attainment of
social development goal
7. establish a strong presence and impact in the international academic community

SHARED VALUES AND PRINCIPLES

Integrity and accountability
Nationalism
Spirituality
Passion for learning and innovation
Inclusivity
Respect for human rights and the environment
Excellence
Democracy

TEN PILLARS
Pillar 1: Dynamic, Transformational, and Responsible Leadership
Pillar 2: Responsive and Innovative Curricula and Instructions
Pillar 3: Enabling and Productive Learning Environment
Pillar 4: Holistic Student Development and Engagement
Pillar 5: Empowered Faculty Members and Employees
Pillar 6: Vigorous Research Production and Utilization
Pillar 7: Global Academic Standards and Excellence
Pillar 8: Synergistic, Productive, Strategic Network and Partnerships
Pillar 9: Active and Sustained Stakeholders’ Engagement
Pillar 10: Sustainable Social Development Programs and Projects

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TAGLINE

The Country’s 1st Polytechnic U

NDERSTAND
Institutional Learning Outcomes
1. Creative and Critical Thinking
Graduates use their imaginative as well as a rational thinking abilities to life
situations in order push boundaries, realize possibilities, and deepen their
interdisciplinary and general understanding of the world.
2. Effective Communication
Graduates are proficient in the four macro skills in communication (reading, writing,
listening, and speaking) and are able to use these skills in solving problems. Making
decisions, and articulating thoughts when engaging with people in various
circumstances.
3. Strong Service Orientation
Graduates exemplify the potentialities of an efficient, well-rounded and responsible
professional deeply committed to service excellence.
10. Community Engagement
Graduates take an active role in the promotion and fulfillment of various advocacies
(educational, social and environmental) for the advancement of community welfare.
11. Adeptness in the Responsible Use of Technology
Graduates demonstrate optimized use of digital learning abilities, including technical
and numerical skills.
12. Passion to Lifelong Learning
Graduates are enabled to perform and function in the society by taking responsibility
in their quest to know more about the world through lifelong learning.
13. High Level of Leadership and Organizational Skills
Graduates are developed to become the best professionals in their respective
disciplines by manifesting the appropriate skills and leaderships qualities.
14. Sense of Personal and Professional Ethics
Graduates show desirable attitude and behavior either in their personal and
professional circumstances.
15. Sense of National and Global Responsiveness
Graduates’ deep sense of national compliments the need to live in a global village
where one’s culture and other people culture are respected.

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REPARE
• Commit to your memory the vision and mission of PUP and be ready to recite it in
class.

Rubric for Recitation

CATEGORY 4 3 2 1
Speaks Clearly Speaks clearly Speaks clearly Speaks clearly Often mumbles or
and distinctly all and distinctly all and distinctly most cannot be
(100-95%) the (100- 95%) the 94-85%) of the time. understood
time, and time, but Mispronounces OR
mispronounces mispronounces no more than one mispronounces
no words. one word. word. more than one
word.
Volume Volume is loud Volume is Volume is loud Volume often
enough to be loud enough to enough to be too soft to be
heard by all be heard by all heard by all heard by all
audience audience audience audience
members members at members at least members.
throughout the least 90% of 80% of
recitation. the time. the time.
Posture and Stands up Stands up Sometimes Slouches and/or
Eye Contact straight, straight stands up straight does not look
looks relaxed and establishes and at people during
and confident. eye contact with establishes eye the
Establishes everyone in the contact. recitation.
eye contact with room during the
everyone in the recitation.
room during the
recitation.
Preparedness Student is Student seems The student is Student does
completely pretty prepared somewhat not seem at all
prepared and but might have prepared, but it prepared to
has obviously needed a couple is clear that present.
rehearsed. more rehearsal
rehearsals. was lacking.

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• Create a DIY (Do It Yourself) Bookmark made of cardboard and appropriate materials.
Showcase the PUP Vision and Mission in the bookmark.

Rubric for Bookmark

Creativity 25%

Craftmanship 20%

Grammar/Spelling 10%

Originality 25%

Attractiveness 20%

Remarks:

(Attach your work here)

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LESSON 2

Objectives
At the end of the lesson, you should be able to:

1. name the 4c’s of the 21st century skills;

2. infer the essence of critical thinking, creativity, collaboration and communication
in the interconnected world;
3. comprehend the learning outcomes expected from the course;
4. create a vision/mission statement toward the goal of achieving competence in
communication.

ERCEIVE
The 4c’s of the 21st Century Skills

In this digitally interconnected

world, students need to learn the essential
21st century skills. These skills not only
provide a framework for successful learning
but ensure them of chance that they can
thrive tremendously in a world where change
is constant and learning never stops.

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The framework for the 21st century learning emphasizes the 4c’s. these four skills
are universally recognized as essential for any career.

Critical Thinking involves logical thinking and reasoning. It is the practice of solving
problems and the ability to discover the truth in assertions, especially when it comes to separating
facts from opinion.

Creativity is the practice of thinking outside the box. The point is encouraging students to
try new approaches to get things done.

Collaboration is the practice of working together to achieve a common goal. As the world
becomes more interconnected, collaboration becomes a more and more essential skill than it
already is.

Communication is the practice of engaging in constructive and critical conversations,

listening for and sharing thoughts, questions and ideas in diverse environments high-valued
today’s students should be empowered with these skills because they are the building blocks that
set them up for success in the future.

NDERSTAND
The Learning Outcomes of the Course

When it comes to the 21st century skills, communication tops the list of desired skills. While
the generation today is technologically savvy, studies have shown that students are having dearth
in articulating their thoughts effectively using different forms of communication in a variety of
context.

Thus, the role to be played by the course Purposive Communication (GEED 10063) is
significantly trailblazing. The subject is attuned to the goals of the 21st century learning paradigm.
Basically, the course develops the students’ communicative competence and enhances their
cultural and intercultural awareness through multimodal tasks to provide them opportunities for
communicating effectively and appropriately to multi-cultural audience in local or global context
with focus on the effective use of English language, the worlds’ lingua franca. It equips students
with tools from critical evaluation of variety of texts and focuses on the power of language and the
impact of images to emphasize the importance of conveying messages responsibly. The
knowledge, skills and insights that students gain from this course may be used in their other

Page | 15
academic endeavors, their chosen disciplines and their future careers as they compose and
produce relevant oral, written, audio-visual and/or web-based output for various purposes. It also
aims to familiarize learners on the varieties of English and lexicons from different English-
speaking countries for effective global communication.

REPARE
The goal of this 3-unit course is to be able to develop effective communicators who are
ready to face the challenges, differences, complexities and adversities in the global community.

To achieve this goal, it would be valuable to equip yourself with a roadmap of where you
want to go and how to get there. Create a big picture of what you want to achieve (Vision) and a
general statement of how you will achieve it (Mission). A companion statement often created with
the vision and mission is a statement of core values, or how you will behave during the process.

Activity: Crafting a vision toward communicative competence.

Why create a vision statement? Because vison inspires us to focus on what matters.
Vision provides clarity for the future while directing us to place our attention in the present.

Instructions:

1. The teacher will explain to the students about vision setting and its role in personal
success.
2. The class will be divided into groups. Group size is 6-8 students. Generate a cool name
for the group.
3. The members of the group will have an in-depth sharing of their vison aligned to the
learning goals.
4. Seek common points in their vision and come up with a common vision for the group and
your specific task or purpose (mission).
5. Talk about how each can collaborate to achieve the common vision.
6. Because words have power, write down the personal vision you have crafted.
7. After the sharing, write down the common vision of the group.

Page | 16
My Personal Vision Statement to Our Group’s Common Vision
Achieve Communicative Statement
Competence

Page | 17
Rubric for the Personal Vision/Mission Statement

4 3 2 1
Very Evident Evident Not too Not Evident
Evident
Provides direction
or guidance
Not too wordy
Realistic
Congruent with
the course
outcomes
Upholds the core
values of the
institution

19 – 20 Outstanding
16 – 18 Very Satisfactory
12 – 15 Satisfactory
9 – 11 Needs Improvement
5–8 Poor
Peer Interaction Rubric

1 2 3 4 Notes
Student is Student needs Student needs Student
unable to more than 2 1-2 prompts to maintains
maintain prompts to maintain appropriate
Verbal
appropriate maintain appropriate verbal
Communication
verbal appropriate verbal communication
communication. verbal communication. with no
communication. prompts.
Student is Student needs Student needs Student
unable to more than 2 1-2 prompts to maintains
maintain prompts to maintain appropriate
Body Language
appropriate maintain appropriate body control
body control. appropriate body control. with no
body control. prompts.
Student is Student needs Student needs Student can
unable to work more than 2 1-2 prompts to successfully
successfully prompts to work work with
Cooperation
with peers. work successfully peers needing
successfully with peers. no prompts.
with peers.
Student is Student needs Student needs Student shows
unable to show more than 2 1-2 prompts to respect for
respect for prompts to show respect peers and their
Respect peers or their show respect for peers or belongings
belongings. for peers or their with no
their belongings. prompts
belongings. needed.

Page | 18
LESSON 3

Objectives
At the end of the lesson, you should be able to:

1. identify the principles, processes and ethics of communication;

2. describe the elements of verbal and non-verbal communication in various multi-
cultural context;
3. practice effective communication skill;
4. evaluate communication skills;
5. reflect on a learning experience.

ERCEIVE
COMMUNICATION PRINCIPLES

• Communication is a process of exchanging verbal and/or non-verbal information between

two or more people who can be either the speaker or the receiver of messages.
• Communication is used to meet the purpose of a person. The purpose could be to inform,
to persuade, or to entertain.
• Communication can be in the form of written, verbal, non-verbal, and visuals.

» Written communication involves texts or words encoded and transmitted through

memos, letters, reports, on-line chat, short message service or SMS, electronic mail or e-
mail, journals and other written documents.

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» Verbal communication involves an exchange of information through face-to-face, audio
and/or video call or conferencing, lectures, meetings, radio, and television.

» Non-verbal communication involves the use of the following to convey or emphasize a

message of information.

▪ Voice — this includes tone, speech rate, pitch, pauses and volume.
▪ Body language — this includes facial expressions, gestures, postures, and eye contact.
▪ Personal space or distance — this refers to an area of space and distance that a person
from a different culture, personality, age, sex, and status adopts and puts for another
person.
▪ Personal appearance — this refers to how a person presents himself/herself to a
particular situation, whether formal or informal.

» Visuals involve the use of images, graphs, charts, logos, and maps.

• Communication can be intended or unintended.

» Intended communication refers to planning what and how you communicate your ideas
to other people who are older than you are or who occupy a higher social or professional
position such as your parents, teachers, and supervisors among others.

» Unintended communication, on the other hand, happens when you unintentionally send
non-verbal messages to people you are communicating with, or when you suddenly make
negative remarks out of frustration or anger.

• Communication is a complex process that requires you to

» know your audience,

» determine your purpose,

» identify your topic,

» expect objections,

» establish credibility with your target audience,

» present information clearly and objectively, and

» develop a practical, useful way to seek for feedback.

Page | 20
COMMUNICATION PROCESSES
The communication process involves elements such as source, message, encoding,
channel, decoding, receiver, feedback, context, and barrier.

• Source — the speaker or sender of a message

• Message — the message, information, or ideas from the source or speaker
• Encoding — the process of transferring the message
• Channel — the means to deliver a message such as face-to-face conversations,
telephone calls, e-mails, and memos, among others.
• Decoding — the process of interpreting an encoded message
• Receiver — the recipient of the message
• Feedback — the reactions or responses of the receiver to the message from the sender
• Context — the situation or environment in which communication takes place
• Barriers — the factors which may affect the communication process.

Examples of barriers to communication:

» Culture

» Individual differences

» Language use

» Noise

» Past Experiences

» Status

Communication can be a one-

way or two-way process.
Communication as a one-way
process is best illustrated in the
model of Shannon-Weaver (1949)
as shown in Figure 1. In this
model, the sender is active while
the receiver is passive during the
communication process.
Figure 1. Shannon-Weaver Model of Communication

Page | 21
On the other hand, communication as a two-way process is exemplified by a transactional
model as shown in Figure 2. In this model, the messages, information, or ideas are sent and
received at the same time. Hence, the sender and the receiver become active during the process,
and both serve as communicators.

Figure 2. Transactional Model of Communication

COMMUNICATION ETHICS

Effective communicators observe ethics. This means that they deal with values,
righteousness, and behavior appropriate for human communication particularly in a multicultural
situation. Below are some of the ethical considerations.

• Uphold integrity. Be truthful with your opinion and be accurate with your judgment.
• Respect diversity of perspective and privacy. Show compassion and consideration
with the beliefs, status, affiliations, and privacy of others.
• Observe freedom of expression effectively. Be careful of what and how you say your
words depending on the type of people you are communicating with.
• Promote access to communication. Give others an opportunity to express what they
feel and think about the message being communicated.

Page | 22
• Be open-minded. Accept that others have different views or opinions, which may conflict
with yours. So, listen and process the views of other people, and learn how to reconcile
their opinions with your own.
• Develop your sense of accountability. Acknowledge responsibility for all your actions,
good or bad.

GUIDELINES FOR EFFECTIVE COMMUNICATION

Effective communication plays a crucial role in your personal and professional success.
Below are some guidelines for effective communication:

• Be clear with your purpose. As a sender, you must have a specific purpose in mind.
This can help you convey your message effectively to your target audience or receivers in
written, verbal, non-verbal, or visual form.
• Support your message with facts. When you provide an incomplete or vague
information, you can cause confusion or misunderstanding in your audience. Hence, you
should be well-prepared with your supporting ideas through examples, experiences, or
observations when you deliver a message.
• Be concise. There is always a sense to this cliché, "keep it short and simple." Avoid
irrelevant or unnecessary details in your message and keep it concise.
• Provide specific information in your feedback. Give feedback that is timely,
constructive, and specific to the topic being discussed.
• Adjust to the needs, interests, values, and beliefs of your audience. Every person
has different needs and comes from different cultural background. Your role as an
effective communicator is to adjust to those needs, interests, values, and beliefs of your
audience. Essentially, use language or vocabulary which is appropriate to your audience.
Avoid technical terms and jargons because they can be barriers to communication.
• Observe communication ethics. Some ethical practices in communication have been
mentioned. Observing ethics in a communication process will help you build your
credibility and make you more professional.
• Be your natural self and appear very confident. Have the right attitude and happy
disposition in life; control your emotions, and think well before you speak.

Page | 23
NDERSTAND
Read the World Health Organization (WHO) Remarks at the Media Briefing on
COVID-19. Identify the elements of communication (context, sender-receiver message,
channel and barrier). Write your answers in the table found below:

Context Sender- Message Channel Barriers

Receiver

WHO Director-General's opening remarks at the media briefing on COVID-19 - 22 April

2020

Good morning, good afternoon and good evening.

Globally, almost 2.5 million cases of COVID-19 have now been reported to WHO, and more than
160,000 deaths.

We see different trends in different regions, and even within regions.

Most of the epidemics in Western Europe appear to be stable or declining.

Although numbers are low, we see worrying upward trends in Africa, Central and South America,
and Eastern Europe.

Most countries are still in the early stages of their epidemics.

And some that were affected early in the pandemic are now starting to see a resurgence in cases.

Make no mistake: we have a long way to go. This virus will be with us for a long time.

Page | 24
There’s no question that stay-at-home orders and other physical distancing measures have
successfully suppressed transmission in many countries.

But this virus remains extremely dangerous.

Early evidence suggests most of the world’s population remains susceptible. That means epidemics
can easily re-ignite.

One of the greatest dangers we face now is complacency. People in countries with stay-at-home
orders are understandably frustrated with being confined to their homes for weeks on end.

People understandably want to get on with their lives, because their lives and livelihoods are at
stake.

That’s what WHO wants too. And that’s what we are working for, all day, every day.

But the world will not and cannot go back to the way things were.

There must be a “new normal” – a world that is healthier, safer and better prepared.

The same public health measures we have been advocating since the beginning of the pandemic
must remain the backbone of the response in all countries.

Find every case;

Isolate every case;

Test every case;

Care for every case;

Trace and quarantine every contact;

And educate, engage and empower your people. The fight cannot be effective without empowering
people and without the full participation of our people.

Countries that don’t do these six central things, and do them consistently, will see more cases, and
more lives will be lost.

To be clear, WHO’s advice is to find and test every suspected case, not every person in a
population.

WHO is committed to supporting all countries to save lives.

And we are also committed to human rights, and to fighting stigma and discrimination wherever we
see it.

There are disturbing reports in many countries, in all regions, about discrimination related to COVID-
19.

Stigma and discrimination are never acceptable anywhere at anytime, and must be fought in all
countries.

Page | 25
As I have said many times, this is a time for solidarity, not stigma.

WHO is also working actively to address the impacts of the pandemic on mental health.

Working with mental health experts around the world, WHO has produced technical guidance for
individuals and health workers, recognizing the enormous strain they’re under.

In addition, we’ve also developed a free children’s book about COVID-19 with partners from
UNICEF, UNHCR, IFRC and UNESCO among others.

In less than two weeks, we received requests to translate the book into more than 100 languages,
and the book is now being used among Rohingya children in Cox’s Bazaar, and children in Syria,
Yemen, Iraq, Greece and Nigeria.
===

One of WHO’s core functions is to provide evidence-based technical advice to countries.

This is not something we do alone.

Every day, we work with thousands of experts all over the world to collect, analyze and synthesize
the best science, and turn it into guidance that we give back to countries.

Through thousands of hours of discussion, we have exchanged first-hand experience and debated
the science to generate the advice that we make available to all countries.

We then work with countries to turn that guidance into action.

WHO has staff in 150 countries all over the world, working directly with governments, scientists and
partners to coordinate national preparedness and response plans, and to implement them.

I would like to use this opportunity to thank all my colleagues all over the world, in all 150 countries,
for their hard work and commitment.

In addition, WHO has sent more than 70 surge teams to countries to strengthen surveillance, and
provide advice on infection prevention, how to treat patients, risk communication, lab capacity, data
management, and much, much more.

We’ve also brought in external support through our Global Outbreak Alert and Response Network
– GOARN – and specialist Emergency Medical Teams, or EMTs.

In addition to supporting countries, we also track progress globally. Among countries that have
reported data to WHO,

78% have a preparedness and response plan in place;

76% have surveillance systems in place to detect cases;

And 91% have laboratory testing capacity for COVID-19.

Page | 26
But we still see many gaps around the world.

Only 66% of countries have a clinical referral system in place to care for COVID-19 patients;

Only 48% have a community engagement plan;

And only 48% have an infection prevention and control programme and standards for water,
sanitation and hygiene in health facilities.

In other words, there are still many gaps in the world’s defences, and no single country has
everything in place.

WHO will continue working with countries and the international community to close these gaps and
build sustainable capacities for now and the future.

But we’re not alone. We work with partners all over the world to harness their expertise and
networks.

Earlier this week WHO and the International Telecommunication Union announced that we’re
partnering with telecommunications companies to reach people directly on their mobile phones with
text messages about COVID-19.

This will help reach half of the world's population that doesn’t have internet access, starting in the
Asia Pacific region and then rolling out globally.

We’re calling on all telecommunications companies globally to join this initiative to help unleash the
power of communication technology to save lives.

We also issued a call with the World Trade Organization, calling on countries to ensure the normal
cross-border flow of vital medical supplies and other goods and services, and to resolve
unnecessary disruptions to global supply chains.

We need to ensure these products reach those in need quickly, and we emphasize the importance
of regulatory cooperation and international standards.
===

Finally, with the holy month of Ramadan starting tomorrow, I would like to wish all Muslims around
the world Ramadan kareem.

This is a season of reflection and community – an opportunity for kindness and solidarity.

Earlier today I spoke to health ministers from across the Eastern Mediterranean region.

I assured them that we will stand in solidarity with them, as we will stand with all countries.

We’re all in this together. And we will only get through it together.

Again, Ramadan kareem. Shukran jazeelan.

Page | 27
REPARE
Write a letter to the Philippine President Rodrigo Roa Duterte about your feelings
on his actions against COVID-19.

Page | 28
Assessment Rubric: Writing A Letter

Criteria 4 3 2 1
Thorough Good planning, Most of the Planning,
planning, drafting and planning, drafting and
drafting and editing. Letter drafting and editing is not
Writing editing. Final presentation is editing has been complete. Letter
Process presentation good. done. Letter has been
well presented presentation presented in an
requires some illegible manner.
improvement.
Outstanding Good adherence Topic has been Off topic.
adherence to to topic. Achieve mentioned but
Topic
topic. Achieve purpose. the focus of the
purpose. letter is unclear.
Correct format. Good format. Format requires Format and tone
Tone clear and Neat some work. are incorrect.
Organization
purposeful. handwriting. Tone is not to
and style
Tone not always purpose
to purpose. throughout.
No spelling Only a few Multiple spelling Many spelling
mistakes. spelling mistakes have mistakes made.
Excellent use of mistakes have been made. Use Vocabulary
vocabulary. been made. of vocabulary used in below
Spelling and Punctuation Good use of could be better. what is
Vocabulary and used correctly vocabulary. Punctuation expected at this
Punctuation throughout. Punctuation mistakes grade level.
mostly correct. evident. Punctuation has
hardly been
used or used
incorrectly.
Topic has been Some creativity More creativity Not creative or
approached in a has been shown. needed. Holds entertaining at
Creativity creative way. Shows some very little all.
Entertaining to entertainment entertainment
read. value. value.

Page | 29
LESSON 4

Objectives
At the end of the lesson, you should be able to:

1. present idea on communication and globalization using text and speech in multiple
forms;
2. explain the impact of globalization on communication and vice-versa;
3. prepare a social media post concerning being a responsible digital citizen;
4. reflect on a learning experience.

ERCEIVE
Communication is essential for personal and professional effectiveness. Further, it helps
establish good relationships, creates a better working environment, strengthens collaboration and
cooperation, and unifies conflicting ideas.

Globalization on the other hand, is the process by which people and goods move easily
across borders. Principally, it’s an economic concept – the integration of markers, trade and
investments with few barriers to slow the flow of products and services between nations. There is
also a cultural element, as ideas and traditions are traded and assimilated.

Globalization has brought many benefits to many people. But not to everyone.
STORM IN A COFFEE CUP
To help explain the economic side of globalization, let's take a look at the well-known coffee
chain Starbucks.

The first Starbucks outlet opened its doors in 1971 in the city of Seattle. Today it has 15,000
stores in 50 countries. These days you can find a Starbucks anywhere, whether Australia,
Cambodia, Chile or Dubai. It's what you might call a truly globalized company. Page | 30
And for many suppliers and jobseekers, not to mention coffee-drinkers, this was a good thing.
The company was purchasing 247 million kilograms of unroasted coffee from 29 countries. Through
its stores and purchases, it provided jobs and income for hundreds of thousands of people all over the
world.

But then disaster struck. In 2012, Starbucks made headlines after a Reuters investigation
showed that the chain hadn't paid much tax to the UK government, despite having almost a thousand
coffee shops in the country and earning millions of pounds in profit there.

As a multinational Company, Starbucks was able to use complex accounting rules that enabled
it to have profit earned in one country taxed in another. Because the latter country had a lower tax rate,
Starbucks benefited. Ultimately, the British Public missed out, as the government was raising less tax
to spend on improving their well-being.

HOW DID GLOBALIZATION HAPPEN?

We might think of globalization as a relatively new phenomenon, but it's been around for
centuries.

One example is the Silk Road, when trade spread rapidly between China and Europe via an
overland route. Merchants carried goods for trade back and forth, trading silk as well as gems and
spices and, of course, coffee. (In fact, the habit of drinking coffee in a social setting originates from a
Turkish custom, an example of how globalization can spread culture across borders.)

WHAT DRIVES IT?

Globalization has speeded up enormously over the last half-century, thanks to great leaps in
technology.

The internet has revolutionized connectivity and communication, and helped people share their
ideas much more widely, just as the invention of the printing press did in the 15th century. The advent
of email made communication faster than ever.

The invention of enormous container ships helped too. In fact, improvements in transport
generally — faster ships, trains and airplanes - have allowed us to move around the globe much more
easily.

WHAT'S GOOD ABOUT IT?

Globalization has led to many millions of people being lifted out of poverty. For example, when
a company like Starbucks buys coffee from farmers in Rwanda, it is providing a livelihood and a benefit
to the community as a whole. A multinational company's presence overseas contributes to those local
economies because the company will invest in local resources, products and services. Socially
responsible corporations may even invest in medical and educational facilities.

Globalization has not only allowed nations to trade with each other, but also to cooperate with
each other as never before. Take the Paris Agreement on Climate Change, for instance, where 195
countries all agreed to work towards reducing their carbon emissions for the greater global good.

Page | 31
WHAT'S BAD ABOUT IT?
While some areas have flourished, others have floundered as jobs and commerce move
elsewhere. Steel companies in the UK, for example, once thrived, providing work for hundreds of
thousands of people. But when China began producing cheaper steel, steel plants in the UK closed
down and thousands of jobs were lost.

Every step forward in technology brings with it new dangers. Computers have vastly improved
our lives, but cyber criminals steal millions of pounds a year. Global wealth has skyrocketed, but so
has global warming.

While many have been lifted out of poverty, not everybody has benefited. Many argue that
globalization operates mostly in the interests of the richest countries, with most of the world's collective
profits flowing back to them and into the pockets of those who already own the most.

Although globalization is helping to create more wealth in developing countries, it is not helping
to close the gap between the world's poorest and richest nations. Leading charity Oxfam says that
when corporations such as Starbucks can legally avoid paying tax, the global inequality crisis worsens.

Basically, done wisely (in the words of the International Monetary Fund) globalization could
lead to "unparalleled peace and prosperity." Done poorly, "to disaster."

With the advent of globalization associated with advanced technologies and systems
across regions, the flow of information and communication has become smoother, faster, and
easier. Plus, business transactions and partnerships among local and international institutions
have become more efficient. One best example is the use of electronic mail (e-mail) such as
Gmail and Yahoo Mail, or social networking sites such as Facebook, Twitter, and Instagram.

Consequently, the context of globalization requires effective communication skills from

students and workers to cope with the demands and challenges brought about by this
phenomenon. This includes communicating effectively with people of different background, age,
culture, gender, beliefs, orientations, preferences, and status.

HOW TO COMMUNICATE EFFECTIVELY IN A GLOBAL SOCIETY

1. Express your ideas effectively in verbal, non-verbal, and written forms in either digital or
non-digital environment or both.
2. Use effective listening skills to evaluate arguments and rationalize judgments, and
improve job-effectiveness and work relationship.
3. Communicate with purpose to a variety of audiences.
4. Promote collaboration and cooperation with others.
5. Understand the concept of diversity and promote respect all the time.
6. Use technology and social media responsibly.

Page | 32
NDERSTAND
Enhance your understanding of the concept of globalization and communication by
watching the videos titled The Effects of Globalization on Communication by Yasmeen Liu.

Check your understanding by answering the following questions:

1. In what specific way does globalization affect communication?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. What are the things that people do know which could not be done before
globalization?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. How does globalization impact the way people communicate?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Page | 33
REPARE
Post on your social media account your insight about being a responsible digital
citizen. For their knowledge and with their permission, you may tag your family, friends,
classmates or teachers. Print your post afterward and attach it on this page.

Print your post and attach it here.

Page | 34
Facebook Rubric

CATEGORY 10 8 6 4 2
Through postings Through postings Through postings Does not seem to Is totally off
and many added and some added and a few added understand the topic. Cannot
facts during facts during facts, shows a person very well. answer any
presentation, presentation, good Had very little questions. Did
shows a full shows a good understanding of added information not add any
understanding of understanding of parts of the in the presentation. information to
Content the person. Could person's life. Could Could answer very
the person. Could the
thoroughly answer most answer some few questions. presentation.
answer questions. questions.
questions when
presenting.

All graphics are Almost all graphics Some of the Few of the graphics Graphics are
related to the are related to the graphics are are related to the not related to
topic and made topic and made the related to the topic topic and made the the topic.
Graphics- the topic easier topic easier to and made the topic topic easier to
Relevance to understand. understand and easier to understand and
read. understand and read.
read.

Had over ten Had ten Had nine original Had eight original Had seven or
original and original and and creative posts and creative posts less original
creative posts creative posts that that illustrate the that illustrate the and creative
Posts
that illustrate the illustrate the person's life. person's life. posts that
person's life. person's life. illustrate the
person's life.
Had twelve or Had ten Had eight Had six Had four
more elements in elements in elements in profile. elements in elements in the
Completed profile. profile. profile. profile or was
Profile missing the
profile.
Had more than Had five friends Had three friends Had two friends Had one friend
five friends who were who were identified who were identified who was
Identified who were identified by by name. by name. identified by
Friends identified by name. name OR was
name. missing friends.

Had over five Have five friend Had four friend Had three Had two or
Friend friend comments. comments. comments. friend comments. less friend
Comments comments.

Had over four Had four different Had three different Had two different Had one or
different pictures pictures (not pictures (not pictures (not less pictures
(not including friends including friends including friends (not including
including friends and not more and not more and not more friends) OR had
Pictures
and not more portraits of the portraits of the portraits of the duplicate
portraits of the person). person). person). pictures.
person).

Page | 35
LESSON 5

Objectives
At the end of the lesson, you should be able to:

1. increase cultural and intercultural awareness;

2. develop sensitivity in communication of ideas;
3. demonstrate an awareness of the reality of cultural diversity;
4. understand how cultural diversity affects communication.

ERCEIVE
With the emergence of a global society, the academic and professional environments have
become multicultural. That means you coexist with people from diverse or different cultural
backgrounds, beliefs, religion, gender, nationalities, religion, and ethnicity.

Your verbal communication is always accompanied by non-verbal cues such as gestures,

facial expressions, and other body movements that add to what you are saying in different ways.
For example, it is very normal for Americans to shake hands as a form of greetings but not for the
Japanese who bow when they greet each other. Another is "nodding" to mean "yes" in some
nationalities like Indians and Latin Americans, but in other countries like Syria, Turkey, and
Greece "nodding" means "no." Indeed, when you communicate in a multicultural context, it is
essential for you to learn, acknowledge, and understand the various communication and
behavioral patterns present in other cultures locally and globally.

Page | 36
THE DEVELOPMENTAL MODEL OF CULTURAL SENSITIVITY

According to Bennett (2004), the developmental model of intercultural sensitivity (DMIS)

has six stages which are as follows:

Stage 1: Denial The individual does not recognize cultural differences;

The individual starts to recognize cultural differences and is
Stage 2: Defense
intimidated by them;
Stage 3: Although the individual sees cultural differences, he/she banks more
Minimization on the universality of ideas than cultural differences;
The individual begins to appreciate important cultural differences in
Stage 4: Acceptance
behaviors and eventually in values;
The individual becomes very open to world views when accepting new
Stage 5: Adaptation
perspectives; and
The individual starts to go beyond his/her own culture and sees
Stage 6: Integration himself/herself and his/her actions based on multifarious cultural
viewpoints.
Once you have understood these stages, you may utilize a model which will help you (1)
recognize different communication behaviors, (2) take into account what can influence these
types of behaviors, and (3) analyze differences between linguistic and cultural communities.

INTERCULTURAL COMMUNICATION SKILLS

When you interact, negotiate or convey information in a multicultural setting, you apply
your intercultural communication skills. Simply put, intercultural communication is the sending and
receiving of information, ideas, or messages across languages and cultures. Vulpe, Kealey,
Protheroe and Macdonald (2001) of the Centre for Intercultural Learning released a publication
entitled "Profile of the Interculturally Effective Person," which provides competencies of who works
and communicates successfully in another culture. According to Vulpe et al. (2001), one of the
major competencies of an intercultural effective person is intercultural communication, whose
core skills include the following:

• Ability to express understandable and culturally sensitive thoughts, feelings, opinions and
expectations
• Ability to engage and immerse in the local culture and language
• Ability to establish shared meanings with the local people to avoid stereotyping and
miscommunication
• Ability to develop a language capacity such as using local greetings and opportunities to
use the local language in other contexts
• Ability to empathize with how the locals see the world

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GENERAL GUIDELINES FOR COMMUNICATING IN A MULTICULTURAL CONTEXT

• Avoid asking inappropriate or personal questions.

• Avoid stereotyping or generalizing certain groups. Keep an open mind and be flexible.
• Avoid using jargons, clichés, highfalutin terms, technical terms, acronyms, and gender-
biased language.
• Be sensitive, polite, tactful, and respectful at all times particularly in relation to cultural
practices, attitudes, and beliefs. Learn and understand the value of diversity.
• Develop intercultural communication skills.
• Eliminate gender-biased words or sexist language particularly in writing. Refer to the ways
on how to avoid gender-biased language listed in the succeeding section.
• In case you do not get the message conveyed by the person you are communicating with,
request him/her to repeat the message or simplify it.
• Learn and observe physical distance or space in dealing with other people. In some
cultures, shaking hands and hugging may not be appropriate.
• Listen attentively when others are speaking.
• Observe patience in listening to other people's ideas, which may not be the same as yours.
• Pay attention to your non-verbal communication. Learn non-verbal cues of other cultures.
• Respect a person's rights to confidentiality and privacy.
• Show consideration.
• Speak gently and politely; never shout to be understood.
• Stay calm, cool, and composed when you make a mistake or feel embarrassed by others.
Culturally, others do not mean to embarrass you.
• Make positive interpretations of the actions and words of other people.
• When you feel strange or uncomfortable about something being communicated by other
people, request them to clarify their meanings and intentions before you express your
emotions and ideas.
GENDER-BIASED WORDS OR SEXIST LANGUAGE
Use words that are free from gender prejudice and unfair assumptions. Words must not
influence the audience in any particular or unfair direction.

Sexist Language Neutral

Chairman Chair/Chairperson
Salesman Salesperson

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Congressman Legislator
Spokesman Spokesperson
Foreman Supervisor
Stewardess Flight Attendant
Waitress Server
Policeman Police Officer
Fireman Firefighter
Man-made Manufactured
Businessman Business Executive
Manpower Workforce
WAYS TO AVOID GENDER-BIASED LANGUAGE
a) Substitute gender-biased pronouns with articles/ determiner.
Sexist: Every employee is entitled to his 13th month pay.
Non-sexist: Every employee is entitled to a 13th month pay
b) Use plural pronouns instead of singular pronouns.
Sexist: Each employee must submit his proposal next week.
Non-sexist: All employees must submit their proposal next week.
c) Use either/or pronouns (he/she, his/her, his/hers). However, avoid putting men first all the
time.
Sexist: Every applicant must fill out his own application form.
Non-sexist: Every applicant must fill out his/her own application form.
d) Use second person pronoun (you, your) over third person pronoun (he, she). Be careful
not to change the meaning of the statement.
Sexist: The sales manager should prepare his marketing proposal for our new product.
Non-sexist: You should prepare your marketing proposal for our new product.
e) Use appropriate titles
Sexist: Dear Sir (unknown addressee)
Non-sexist: Dear Sir or Madame (unknown addressee)
Non-sexist: Attention: HR Manager
Note: Use Ms. If you have no idea if the female addressee is single or married. Use Mrs.
(mistress) if you are sure that the female addressee is married. Of course, you have to use Ms.
For an unmarried female addressee.

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NDERSTAND
The diversity of people and culture impacts communication. Communicating with people
coming from unfamiliar cultures poses challenges.

The success of intercultural communication does not depend on language skills clone, but
on openness and sensitivity to cultural diversity, as well as on a genuine desire to understand and
be understood.

Answer these questions as objectively as possible. This is just a Self-Audit task to assess
what describes best your ability to communicate in multi-cultural context.

Usually Sometimes Seldom Never

3 2 1 0
1. I am culturally-sensitive,
polite, tactful, and respectful
in my written speech and
non-verbal communication.
2. I avoid gender-biased
language.
3. I communicate to share
information across language
cultures.
4. I don’t stereotype or
generalize certain groups.
5. I listen attentively when
other are speaking.
6. I observe physical space
and distance.
7. I respect a person’s right to
privacy and confidentiality.
8. I show consideration.
9. I show genuine interest in
engaging and participating in
local language and culture.

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10. I make positive
interpretations with the
words and actions of other
people.
TOTAL
GRAND TOTAL

Interpretation:
Score Level of Proficiency
28 – 30 Advanced
25 – 27 Proficient
23 – 24 Approaching Proficiency
21 – 22 Developing
20 and below Beginning

REPARE
Prepare a slogan that reflects sensitivity in communication of ideas in multicultural
setting.

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Rubrics for Slogan

5 4 3 2 Score
The slogan is The slogan is The slogan is The slogan is
exceptionally attractive in acceptably distractingly
attractive in terms of attractive messy
terms of neatness. though it may
Craftsmanship neatness. Good be bit messy.
Well- construction
constructed and not very
and not messy.
messy.
Slogan is Slogan is Slogan is The slogan
exceptionally creative and creative and does not
attractive in a good some thought reflect any
terms of amount of was put into degree of
Creativity neatness. thought was decorating it. creativity.
Well- put into
constructed decorating it.
and not
messy.
Exceptional Good use of Average use No use of
use of new new ideas of new ideas new ideas
ideas and and and and
Originality
originality to originality to originality to originality to
create slogan. create create create
slogan. slogan. slogan.
There are no There is 1 There are 2 There are
grammatically grammatical grammatical more than 2
Grammar mistakes on mistake on mistakes on grammatical
the poster. the poster. the poster. mistakes on
the poster.
TOTAL SCORE

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LESSON 6

Objectives
At the end of the lesson, you should be able to:

1. demonstrate understanding of the concept of the varieties of English in Asian

Countries;
2. enjoy learning new words in other varieties of English;
3. describe the different communication climate of ENL, ESL, and EFL context;
4. compare and contrast the varieties of English lexicons for global communication.

ERCEIVE
Varieties of English

Indeed, one of the effects of globalization is the growing complexity of communication

processes. In recent years, we have witnessed how existing languages have evolved and how
new communication styles have emerged. In fact, English as a global language is in a constant
state of change. Many scholars today recognize and study the varieties of English or what
language experts identify as World Englishes.

World Englishes may be understood in different ways. For example, it is a term used to
refer to the various approaches in describing and analyzing the language. It is also a concept that
refers to the different ways by which users from around the world communicate in English. The

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premise of World Englishes as a paradigm is that there is no single variety of English that
dominates as the standard. While American and British English have long been used to set the
norms of what is perceived to be "correct," "good," or "proper' English, varieties around the world
are just as legitimate. Hence, using English appropriately is more than just learning and mastering
grammar and pronunciation. In using English effectively, you have to be mindful of your context
and purpose as a language user, and your target audience.

You must have encountered the term World Englishes (WE) or varieties of English in
class. WE actually stands for the localized varieties of English as they are used or spoken in
certain areas. In the Asian context, the concept was introduced by Braj Kachru. The famous
"Three Concentric Circles of Asian Englishes" attributed to Kachru presents the three circles:
Inner Circle with ENL (English as a native language) member countries; the Outer Circle with ESL
(English as a second language) member countries; and the Expanding Circle with EFL (English
as a foreign language) member countries. Examples of countries belonging to the Inner Circle are
the USA, UK, Australia, Canada, and New Zealand. Kachru's Outer Circle is comprised of
Singapore, Malaysia, the Philippines, and Pakistan, among others while the Expanding Circle is
composed of countries such as China, Japan, Taiwan, and Thailand. Aside from the fact that the
Outer and Expanding Circles are ESL- and EFL-speaking, respectively, they have been colonized
by some member countries in the Inner Circle making the varieties they speak as post-colonial. It
is then to be understood that people have different linguistic and cultural backgrounds making
intercultural communication a significant variable in communication.

The Expanding Circle e.g.,

China Caribbean Countries Egypt
Indonesia Israel Japan
Korea Nepal Saudi Arabia
South Africa South America Taiwan
CIS Zimbabwe
The Outer Circle e.g.,

Bangladesh Ghana India

Kenya Malaysia Nigeria
Pakistan Philippines Singapore
Sri Lanka Tanzania Zambia

The Inner Circle e.g.,

USA UK Canada
Australia New Zealand

Three Concentric Circles of English

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According to Bautista and Gonzalez (2006), the structural characteristics of these new
varieties differ. This is brought about by the mother tongue or home languages of those who learn
or acquire English. And even in terms of social features, differences can also be highlighted in
that there is a continuum of basilectal, mesolectal, and acrolectal varieties of English within the
same speech community. The acrolect then comes closest to the standard while the basilect
digresses thoroughly from it and comes closest to the pidgin. Mesolect or the middle variety is
midway between the acrolect and basilect. Bautista and Gonzalez use the term edulects for these
varieties resulting from certain types of education ascertained by social class but are conveyed
or transferred by the kind of Instruction of the school system especially for those coming from
higher-income families and/or better educated classes.

As regards structural variation, Kachru and Nelson (2006) claim that these varieties of
English are influenced by the local language(s) in various areas of their grammars and exhibit
specific phonological, lexical, syntactic, and discoursal characteristics. For instance, in terms of
stress and rhythm, Outer and Expanding Circle varieties observe syllable-timed rhythm rather
than stress-timed rhythm. Nigerians say 'success for suc'cess and Indians and Nigerians say
recog’nize for 'recognize. Moreover, speakers from the Outer and Expanding Circles do not make
any changes in their pronunciation to make a distinction between nouns and verbs in pairs which
Inner Circle countries observe as in the case of 'import and im’port and do not utilize contrastive
stress for focusing (Bamgbose, 1992& Gumperz, 1982a, 1982b, as cited in Kachru & Nelson,
2006). As regards sounds, Outer and Expanding Circles do not observe initial aspiration of
voiceless plosives such as p, t, k and these are often perceived by Inner Circle countries as b, d,
g. Some speakers of Expanding Circle varieties, as in the case of Japanese speakers, do not
properly distinguish between r and l.

According to Pope (1976, as cited in Kachru & Nelson, 2006) in the case of syntactic
features, question-answering systems differ between Inner and Outer-Expanding Circles. While
the former observes the positive-negative system where the answer follows the polarity of the
question (i.e., If the question is in the positive the answer confirming the assumption of the
questioner is in the positive, and the answer disconfirming the assumption is in the negative. If,
however, the question is in the negative, the answer confirming the assumption of the questioner
is in the negative as well, while the answer disconfirming the assumption of the questioner is in
the positive), the latter observes the agreement- disagreement system which poses difficulty to
speakers who follow the positive-negative system particularly in interpreting the yes or no of the
response unless it is followed by a clarification (i.e., Yes, I think you're right; No, that's not so)

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With respect to lexicon, vocabulary words peculiar only to some English varieties in
Southeast Asia can be noted as seen in the following examples:

1. Singapore English: actsy 'show off,' missy 'nurse,' chop 'rubber stamp,' Marina kids
'youngsters who spend their leisure time at or around Marina Square, a shopping
centre,'graduate mothers 'graduate (well-educated) married women, encouraged to have
more children and accorded certain privileges in Singapore,' as compared to non-graduate
mothers (Pakir, 1992, as cited in Kachru & Nelson, 2006);
2. Philippine English: deep 'puristic or hard to understand' as an attribute of language, stick
'cigarette,' high blood 'tense or upset,' blow out 'treating someone with a snack or meal,'
motel 'a hotel used for pre-marital or extramarital affairs,' manualize 'to prepare manuals,'
go ahead 'leave before others with host's permission,' studentry 'student body,' Amboy 'a
Filipino perceived to be too pro-American,' promdi 'from the province,' behest loan
'unguaranteed bank loan given to presidential cronies,' pulot boy 'boy who picks up tennis
balls in a game,' and balikbayan box 'box where Filipinos returning from abroad put all
their shopping,' among others (Bautista, 1997, as cited in Kachru & Nelson, 2006); and
3. Malaysian English: antilog 'a male hated by a girl,' popcorn 'a loquacious person,' kachang
'peanuts, easy,' slambar 'relax,' red spot, open shelf 'girls who are popular and those who
are not; day bugs 'those who come to attend school but do not live in residence halls' (Said
& Ng, 2000, as cited in Kachru & Nelson, 2006).

When Bautista's monograph on Defining Standard Philippine English: Its Status and
Grammatical Features came out in 2000, she answered the usual questions asked about
Philippine English: Is there a Standard Philippine English? and When does an error become a
feature of Philippine English? She stressed that just like any other new variety of English (Indian
English, Singaporean English and Nigerian English), Philippine English is legitimate, having its
own grammatical, lexical, and syntactic features. Gonzalez (1985, as cited in Bautista, 2000)
identified the following lexical features in Philippine English:

1. Preference for specific words and collocations specifically shall, could, such, wherein, of
(to signal possession);
2. Unusual words and collocations, specific terms, and word combinations which may have
been originally confused with other collocations but which, because of frequent use, have
become fixed combinations in their own right (e.g., results to instead of results in); and

Page | 46
3. Unusual prepositional usage, including omission of prepositions in two-word verbs,
addition of prepositions to verb phrases, local use of different prepositions in noun phrases
following certain verbs or adjectives.

The syntactic features identified include the following:

1. Word-order features, consisting of the placement of the time adverb before the place
adverb, placement of the adverb between verb and object, placement of the adverb
between noun and prepositional phrase, placement of the indirect object introduced by to
between verb and direct object, other unusual adverb placements;
2. Use of articles, including absence of the definite article unusual use of the definite articles,
absence of the indefinite article;
3. Noun sub-categorization, consisting of the non-pluralization of count nouns, the
reclassification of General American English (GAE), mass nouns as count nouns, mass
noun pluralization, pluralization of adjectival nouns in compounds;
4. Pronoun-antecedent incongruence;
5. Subject-predicate incongruence;
6. Reclassification of GAE transitive verbs as intransitive verbs; and
7. Tense-aspect usage consisting of unusual use of verb forms and tenses, use of the perfect
tense where the simple past tense or even present perfect tense is called for in GAE, lack
of tense sequence.

As for the question "When does an error become a feature of Philippine English? ",
Gonzalez (1985) has this to say:
When do these errors cease to be errors and become part of the standard?
If enough educated elites in the society 'commit' these errors, then these
errors in effect have been accepted by the society as the standard.
The foregoing discussion only shows how dynamic English is. These are only some of the
essential features of some varieties of English which should be given full attention by users
coming from different cultures. From the variety of English used by the native speakers such as
British, Americans, Canadians, Australians, and New Zealanders, English has evolved into post-
colonial varieties and should not be mistaken as errors most especially if they have become the
standard in the speech community and have been codified. As the poet Gemino Abad (1997, p.
8) aptly put it: "English is ours. We have colonized it too."

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You have to be aware of and recognize intercultural communication as you need to be
sensitive to the people around you who belong to different cultural heritages and have their own
linguistic identity. When you encounter them, you will be able to avoid misunderstanding, avoid
communication breakdown, and overcome language barriers with less difficulty since you are
exposed to their own language features. This way, you will be able to enhance your personal and
social interaction.

LANGUAGE REGISTERS/REGISTERS OF ENGLISH

When it comes to language variation, the terms genre, register, and style are often
encountered. David Crystal (2008) defines register as "a variety of language defined according to
its use in social situations e.g. a register of scientific, religious, formal English." He added: "In
Hallidayan linguistics, the term is seen as specifically opposed to varieties of language defined
according to the characteristics of the users (viz. their regional or class dialect), and is given a
subclassification into field, mode and manner of discourse.

Crystal (1964) further discusses style and register:

Language being the product of interaction among the members of society,

must ultimately be studied according to the social context in which it is found.
Within a language, there are variations in style and register, which
differentiate and formally characterize distinct social situations. Style refers to
the degree of formality attached to particular inter-personal social situation
which is reflected by differences in language—for example, the kind of
language used while talking to a friend will differ noticeably from that used in
addressing a superior, in otherwise the same situation. Register refers to a
kind of language whose forms are of a definable social situation, regardless of
the status of the participants—thus one finds the register of legal language,
liturgical language, and so on.

It is to be noted that genre and register overlap and are sometimes used interchangeably.
According to Lee (2001), whereas genre is associated more with the organization of culture,
register is associated with the organization of situation. To this end, register is understood as the
context-specific variety of language to which the field-mode-tenor framework is important.

To give a concrete example, with the genre of recipe, field may be analyzed in terms of
the social setting and the communicative purpose in which the text is produced. Tenor may be
described in terms of the role/s required of the writers and readers including the cultural values

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shared by both. Mode could be explained in light of the knowledge of other texts required of
speakers/listeners and writers/readers as regards the genre including the formal text features.

Language register then refers to the formality of language which one speaks. Different
registers are used in different situations. It is through register that you are able to determine the
kind of lexicon or vocabulary to use as well as the kind of structure to be used. Even in writing,
you may use a formal or an informal register. In some instances, even a neutral language register
is identified.

The formal register then is used in formal speaking and writing situations. In a state of the
nation address classified as a formalcommunicative situation, the speech is usually delivered
using a highly-polished language, read from a manuscript. This is certainly allowed since the
President occupying the highest position in the country could not afford to make mistakes. on the
contrary, a priest delivering his homily, more often than not, speaks extemporaneously and uses
ordinary language. This is so since the audience is composed of various audiences coming from
different walks of life. The priest should be able to convey his spiritual message to the listeners
without difficulty of comprehension on their part. The priest should also be able to touch the very
core of the listeners' hearts so that they live the preachings they hear.

The formal register is likewise appropriate for use in professional writing like project
proposals, position papers, and business letters as in the case of writing to a superior or to a head
of a certain organization. It is more impersonal, objective, and factual. Informal register, which is
more casual in tone, is appropriate for people with whom you have established a more personal
relationship as in the case of friends and relatives. This type of writing may sometimes be
emotional as an intimate relationship exists between the speaker and listener or writer and reader.

Earlier in the discussion, it was mentioned that register refers to the kind of language
whereby the forms used define the social situation, notwithstanding the status of the interlocutors.
Thus, legalese or legal language is highly characterized by archaic expressions, technical jargon
intrinsic only to the community of legal professionals, embedded structures, nominalizations,
passive voice, as well as long, kilometric sentences which are not the features of textese or
language of texts. Conversely, the features of SMS language or textese language, are exactly the
opposite— use of abbreviations, acronyms, slang words, and expressions. This is so since
messages used to be limited to a certain number of characters/spaces which made texting much
easier and quicker. However, misinterpretation and/or miscommunication in text messaging may

Page | 49
arise if vocabulary and knowledge of context are limited. Hence, extra care should be practiced
when comprehending text messages.

NDERSTAND

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REPARE
Take time to do research to find answers to the following activities:
Below are examples of two varieties of English that focus on expressions. Classify them
accordingly and write them under the correct column. Note that some terms from the list are used
by both varieties.
1. underground economy vs. black economy
2. counterclockwise vs. anticlockwise
3. current account vs. checking account
4. housing development vs. housing estate
5. elementary school vs. junior school
6. labor union vs. trade union
7. expiry date vs. expiration date
8. rubbish vs. garbage
9. parentheses vs. brackets
10. drink driving vs. drunk driving
11. driving licence vs. driver's license
12. fortnight vs. two weeks
13. raincoat vs. mackintosh
14. third-party insurance vs. liability insurance
15. whisky vs. whiskey
16. a home from home vs. a home away from home
17. knock on wood vs. touch wood
18. a drop in the bucket vs. a drop in the ocean
19. take it with a pinch of salt vs. take it with a grain of salt
20. a new lease of life vs. a new lease on life
American English British English
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.
7. 7.
8. 8.
9. 9.
10. 10.
11. 11.
12. 12.
13. 13.
14. 14.
15. 15.
16. 16.
17. 17.
18. 18.
19. 19.
20. 20.

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Look at the pictures at the left and write down the British English word for each
and its American English counterpart.

British English American English British English American English

1. 16.

2. 17.

3. 18.

4. 19.

5. 20.

6. 21.

7. 22.

8. 23.

9. 24.

10. 25.

11. 26.

12. 27.

13. 28.

14. 29.

15. 30.

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LESSON 7

Objectives
At the end of the lesson, you should be able to:

1. apply critical reading in evaluating in evaluating text and images;

2. discuss strategies in evaluating text and images in multicultural context;
3. evaluate multi-model texts;
4. analyze the visual and technical quality of the image;
5. assess the usefulness, relevance and credibility of the text or image.

ERCEIVE
Today, evaluating texts and/or images is essential because of the proliferation of
information resources and rapid technological change. As you have noticed, you are always
confronted with a diverse wealth of information for personal, academic, or professional use that
can be accessed in multicultural settings.

With the advent of a digital environment or the Internet, most of the information is unfiltered
making its authenticity, validity, and reliability questionable. The abundance of information from
various media, namely short message service, electronic mail, social media, print and electronic
journals, periodicals, and advertisements also poses a challenge for you in terms of evaluating
and understanding it fully.

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As a competent communicator, you should be able to evaluate, manage, and use
information effectively to enhance your message, improve your receptive skills such as listening,
reading, and viewing skills, and accomplish a specific purpose. One best way to evaluate
messages and images is through critical reading.

CRITICAL READING

As one of the categories of reading skills along with rapid reading, previewing, literal
reading and inferential reading, critical reading involves studying and evaluating the text closely
in terms of relevance, validity, and logic.

The goal of critical reading is to examine not only what message is conveyed but also how
the message is conveyed as well as its purpose, target audience, and other ways of presenting
it. Essentially, critical reading requires you to be an investigator and "break down" a text to
appreciate and understand it better.

QUALITIES OF A CRITICAL READER

A critical reader...

• annotates the text by writing or using sticky notes.

• determines and analyzes the organizational pattern (compare-contrast, cause-effect,
description, narration, definition, or persuasion) of the text.
• asks critical questions that promote analysis, synthesis, and evaluation of text.
• considers the cultural and historical background of the text or image.
• distinguishes facts from opinions.
• evaluates the author's credibility by checking on his/her credentials or academic and
scholarly background.
• evaluates the source of the text and image.
• looks beyond the text or ideas that are not explicitly stated.
• makes inferences about the text or images and the author's ideas, biases, claims, agenda,
or views.
• assesses the usefulness and relevance of the text by previewing or reading the titles, table
of contents, summaries and abstracts, introductions, conclusions, headings, and
subheadings.
• reads with specific question in mind that he/she wants the text or image to answer.
• reads with an open mind.

Page | 54
GENERAL GUIDE QUESTIONS IN EVALUATING A TEXT

Source

• What is the source?

• When was the text published?
• Are there titles or headers, table of contents, summaries and abstracts, introductions,
conclusions, headings, and subheadings in the source? Is the source useful? Is the source
relevant? Is the source reliable?
Context

• What is the context of the text?

• What pieces of information are given that provide the context of the text?
Contents

• What is the message?

• What is the purpose of the message?
• What are the facts or figures that support the message?
• How is the message conveyed by the text?
• What is the tone of the text?
• What words contribute to frame the message of the text?
• How do you think the audience might be affected the way the text is written?
Audience

• Who is the target audience?

• What information is provided that give you the idea about the target audience of the text?
Author

• Who is the author?

• What are the credentials of the author?
• What is the author's purpose of writing (informational, persuasive, or entertainment)?
• What is/are the author's major idea/s?

GENERAL GUIDE QUESTIONS IN EVALUATING IMAGES

Source

• What is the source of the image? How did you find the source?

Page | 55
• Are there pieces of information about the source of the image?
• How did you know the source? Is of information is reliable?
Context

• Can you determine the information which accompanies the image?

• Does the information provide the context of the image or where, when, why, how and for
whom the image is?
Contents

• What are contained in the image?

• Are there people/animals/objects in the image? How are they presented?
• What message does the image convey? Is the message clear?
• What elements in the image support the message?
• What feelings does the image evoke?
• How do others see the image?
Audience

• Who is the target audience?

• What information is provided that gives you an idea about the target audience of the
image?
Author

• Is the name of the author given?

• Who is the author?
• What are the credentials of the author?
• What is the author's purpose (informational, persuasive, or entertainment)?
Visual

• How do you find the layout, design, and color? How are they used? Are they helpful in
framing the message of the image?
• Can you identify what is in the foreground and in the background? What are they?
Technical Quality

• What can you say about the color and size of the image?
• What can you say about the quality of the image?
• Is it copyrighted?

Page | 56
NDERSTAND
A. Read the text Information Literacy: The Battle We Won That We Lost?
Author: Sussana M. Cowan
Source: Johns Hopskins University Press
Date of Publication: 2013
Understand the text. Then, answer the following questions:
1. Is the source reliable?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. Based on the title, what do you think is the text about?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. Who is the author? Do you find her credible? What makes you say so?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
4. What is the context of the text?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
5. Who is the target audience?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
6. What is the message?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

7. What is the purpose of the message?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
8. What are the facts and figures that support the message?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
9. What words contribute to frame the message of the text?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

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10. How does the message relate to your field of discipline?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
B. Evaluate the following images using the General Guide Questions for Evaluating
Images:

1. Infographic
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2. Print Advertisement

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3. Poster
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4. Facebook Post
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REPARE
Come up with a slogan that best interprets this image. Be prepared to share your
slogan and interpretation with the class.

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LESSON 8

Objectives
At the end of the lesson, you should be able to:

1. identify communication aids and strategies using the tools of technology;

2. convey ideas through oral, audio-visual, and web-based or online presentations;
3. evaluate presentations; and
4. reflect on a learning experience.

ERCEIVE
COMMUNICATION AIDS AND TOOLS

Microsoft PowerPoint, and other web-based or online presentations are some of the tools
popular in today's generation. These aids are valuable for speakers—amateur or professionals—
because they can help you enthrall your audiences and make them understand and appreciate
more your conveyed message. Indeed, they can help you build your credibility and boost your
confidence. However, if you do not know how to use them effectively, they can ruin your
presentation.

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GENERAL GUIDELINES FOR CREATING AN EFFECTIVE PRESENTATION

Microsoft (2018) provides tips in creating an effective PowerPoint presentation:

Tips Details
Minimize the number of To convey a clear message and to keep your audience attentive and
slides. interested, keep the number of slides in your presentation to a
minimum (should not exceed slides).
Choose a font style that Choosing the right font style, such as Helvetica or Arial, helps you get
your audience can read your message across. Avoid narrow fonts, such as Arial Narrow, and
from a distance. avoid fonts that include fancy edges, such as Times
Choose a font size that Choosing the right font size helps you get your message across.
your audience can read Note: The following measurements indicate the size of a font on your
from a distance. computer screen, not projected on a screen for your audience in full
screen mode. To enable full screen mode, on the View tab, in the
Presentation View group, click Slide Show.
A one-inch letter is readable from 10 feet away.
A two-inch letter is readable from 20 feet away.
A three-inch letter is readable from 30 feet away.
To learn more about how you can use pre-designed theme fonts in
your presentation. go to this URL: http://office.microsoft.com/en-
001/powerpoint-help/all-abouth-themes-quick-styles-cell-styles-and-
background-styles-HA010178624.aspx?CTT=5origin=HA010207864
Keep your text simple Use bullets or short sentences, and try to keep each to one line; that
by using bullet points or is, without text wrapping. You want your audience to listen to you
short sentences. present your information, rather than read the text on the screen.
Some projectors crop slides at the edges, so long sentences may be
cropped
You can remove articles such as "a" and "the" to help reduce the word
count on a line.
Use art to help convey Use graphics to help tell your story. Don't overwhelm your audience
your message. by adding too many graphics to a slide, however.
Make labels for charts Use only enough text to make label elements in a chart or graph
and graphs comprehensible.
understandable.
Make slide backgrounds Choose an appealing, consistent template or theme that is not too
subtle and keep eye-catching. You don't want the background or design to detract from
them consistent. your message.
For more information about using themes, go to this URL
http://office.microsoft.com/en-001/powerpoint-help/apply-a-built-in-
theme-to-a-slide-master-
HA10085483.aspx?CTT=5origin=HA010207864

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Use high contrast Themes automatically set the contrast between a light background
between background with dark colored text or dark background with light colored text.
color and text color. To learn more about how you can use pre- designed theme fonts in
your presentation, go to this URL: http://office.microsoft.com/en-
001/powerpoint-help/all-about-themes-quick-styles-cell-styles-and-
background-styles-HA010178624.aspx?CTT=5origin=HA010207864
Check the spelling and To earn and maintain the respect of your audience, always check the
grammar. spelling and grammar in your presentation.

NDERSTAND
Reflect on the learning that you gained from this lesson by completing the given
chart.

What were your misconceptions about the What new or additional learning have you
topic prior to taking up this lesson? gained from this lesson in terms of skills,
content, and attitude?
I thought… I learned that…

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REPARE and PERFORM
Create a presentation that promotes one of the following:
1. Gender Sensitivity
2. Cultural Values
3. Bayanihan Spirit
Apply the basic steps and strategies in creating a presentation.

POWERPOINT PRESENTATION

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Rubric for PowerPoint Presentation

VGE GE SE LE N
(5) (4) (3) (2) (1)
1. Numbers of slides is minimal.
2. Font style is readable.
3. Standard font size is followed.
4. Texts are in bullet point format or in short sentences.
5. There are not many graphics used.
6. Labels are readable and understandable.
7. Slide and texts colors are complementary.
8. Slide background is appealing and consistent.
9. Texts are free from grammar and spelling errors.
10. Presentation is clear, concise and complete.
TOTAL
GRAND TOTAL /50
Legend:
VGE – To a very great extent; GE – To a great extent; SE – To some extent; LE – To a little
extent; N – Not at all

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LESSON 9

Objectives
At the end of the lesson, you should be able to:

1. discuss the principles of effective public speaking;

2. develop competence in oral communication;
3. perform an assigned speaking task;
4. develop a well-defined speech;
5. explain the relationship of verbal communication and non-verbal communication;
6. apply non-verbal cues effectively;
7. use audience analysis strategically.

ERCEIVE
ESSENTIALS OF ORAL COMMUNICATION
There are a lot of people who are more comfortable communicating by sending messages
through electronic mail, social media, or cellular phones than in person. One reason probably is
that speaking on a one-to-one basis, or in either small or big group is intimidating and even
terrifying. However, you should know that having excellent communication skills can practically
help you express yourself clearly and confidently, gain the respect of other people, achieve your
goals, and succeed in life.

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Competence in oral communication is also important because it makes you become an
effective leader: one who is able to (1) listen attentively to identify the conveyed meaning, (2)
collaborate with others, (3) use critical thinking and problem solving skills, (4) give appropriate
feedback, and (5) converse with others of different backgrounds. These are qualities that are
relevant in the present 21st century world.
As the name implies, public speaking is speaking in public. Your early exposures to it can
either be in school through hosting a program, reciting the loyalty pledge, reading the mechanics
of contests or games, campaigning during a campus election, or joining in declamation, oratorical,
impromptu and storytelling contests, or outside school such as giving a birthday wish to a
celebrator, reading verses in public during activities, or making public announcements. Now, use
t experiences to jumpstart your becoming an effective public speaker.
You may have heard from your teachers, coaches, or even from your family, friends and
classmates, or read from communication reference and self-help books about some the time-
tested principles of effective public speaking which be categorized into Four Ms (Material,
Message, Methods Delivery, and Manners in Speech).

MATERIAL
Material refers to your topic which can be about your experiences, observations,
inspiration, or anything you are interested to talk about. For example, if you are into social media
like Facebook, Twitter, or Instagram, you may be interested to talk about these topics:
How social media helped me find my one true love
My grandmother# experience in social media
Cyberbullying in social media
Using social media to change the world
Or, if you are into sports, your speech topics may be about the following:
Why I love playing basketball
My inspiration in becoming an athlete
How can the Philippine team get gold medals in the Olympics
If you can't think of any idea about your topic, one best strategy is to get a pen and paper and
write down everything that is in your mind. Then, circle or underline the one that you are interested
in and really knowledgeable about. Once you have identified your topic, it is important to know
more about it.

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MESSAGE
Message refers to the content or the main point of your speech, which can be supported
by personal stories or anecdotes—humorous or inspiring—and relevant statistics or ideas from
newspapers and academic journals, among others.
Take, for example your topic is cyberbullying in social media. You can begin your speech
by sharing that you read rough Twitter how your friend was bashed by his/her followers because
of his/her use Of English language. You can describe the situation, make your own interpretation
and/or analysis which can be supported by research, then build a message that can be valuable
and relevant to your audience.
Or, let us say your topic is the ways by which the Philippines can bag top prizes in the
Olympics. You can begin our speech by sharing your sentiments on the performance of the
Philippine teams in the recent Olympics. or by presenting graph showing the Philippine standing
in the medal tally for the past years in that international major sports event. Then, provide some
ways on how to improve the performance of the team.
When you are developing your message, it is very important to know the needs, beliefs,
and values of your audience so that you can engage them easily in your speech. Once you have
connected with your audience, it will be easy for you to convey your message according to your
goal or purpose: inform, to entertain, or to persuade.
1. Speech to inform seeks to provide the audience with a clear understanding of the concept
or idea presented by the speaker. The lectures of your teachers are best examples of this
type.
2. Speech to entertain seeks to provide the audience with entertainment. The humorous
speeches of your favorite speakers are best examples of this type.
3. Speech to persuade seeks to provide the audience with favorable or acceptable ideas that
can influence their own ideas and decisions. The campaign speeches of the candidates
for government posts are best examples of this type.

METHODS OF DELIVERY
Methods of delivery refer to the style of delivery. These methods are manuscript,
memorized, impromptu, and extemporaneous.
Manuscript their speech is delivered by speakers who intend to read aloud their speech
word for word to their audience. One example is writing and/or reading a proclamation paper,
public announcement, or court decision. Since this is literally reading to the audience, manuscript
speakers will have difficulty in grabbing the attention of and connecting with their audience.

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Memorized speech is delivered by speakers who intend to memorize their speech word
for word. This occurs when one delivers a declamation or oratorical piece for a contest or during
a gathering. Also, this method is usually written by or for speakers who are inexperienced or
uncomfortable in public speaking; thus, memorizing the speech written by them or for them can
be a good option. Some common problems that you can encounter using this method are time
and commitment to memorize, memory lapses, awkward or unnatural delivery, eye contact, and
audience rapport, among others.
Impromptu speech is delivered by speakers who are suddenly asked or requested by
someone or a group of people to say a few words about something. As an illustration, you are
asked by your teacher to share with the class about your holiday vacation, or you are
unexpectedly requested by an emcee to give your birthday wishes for your friend who is
celebrating his/ her birthday. Since you have little time to gather your thoughts in this method, you
may have trouble in organizing and finding the appropriate words for your thoughts.
Extemporaneous speech is delivered by speakers who intend to present a well-crafted
speech. That speech is fully prepared and perfectly rehearsed ahead of time. As an example, you
accepted an invitation of your former school to give an inspirational talk to the graduates. So, you
give yourself enough time to deliver a speech that can motivate and inspire your audience to do
and think good deeds at all times. During your delivery, you may need some notes, not for you to
read but for you to be guided. This method can usually be a bit nerve-wracking for the
inexperienced or beginners. But, that can be a good step towards mastering the art of speaking
extemporaneously.

MANNERS IN SPEECH
Manners in speech refer to the ethical standards in delivering a speech in public. Lucas (2011)
specified some of them.
1. Observe ethically sound goals. Avoid criticizing your teachers, family, friends, and other
people or promoting mass destruction, for instance, hacking.
Prepare all the time. You have a full responsibility to yourself and to your audience when you are
asked to deliver a speech. So, in order to fulfill it, you have to be prepared.
2. Tell the truth. Be accurate with your sources and data. Acknowledge the author of your
borrowed ideas including quotes, songs, phrases, and statistics, among others. Simply
observe, "honesty is the best policy. "

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3. Be sensible and sensitive. Your audience come from different backgrounds, so as much
as possible, respect their identity, affiliation, religion, beliefs, values, preferences, and
orientation through your language and gestures.

COMPONENTS OF A SPEECH
I. Introduction
a. Attention getter
b. Initial summary
c. Speaker's credibility (telling the audience why you the right person to talk about the
subject)
d. Relevance of the topic to the audience (stating what’s in it for the audience)
e. Self-introduction (optional)
f. Thesis statement
II. Body
a. Main idea 1
• Supporting detail 1
• Supporting detail 2
b. Main idea 2
• Supporting detail 1
• Supporting detail 2
c. Main idea 3
• Supporting detail 1
• Supporting detail 2
d. Conclusion
• Closure (letting your audience know about to end your speech)
• Summary
• Call to action
• Powerful closing statement

POWER TIPS FOR BEGINNING AND ENDING A SPEECH

Your speech opening and closing should be related. The basic rule is that if you begin
your speech with a question, you refer to that question when you close your speech. Here are
some techniques:

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Techniques Examples
Opening: Think of your life as driving a car. You
must always keep your attention on the road ad
focus on where you are heading to. At times, you
Analogy need to look behind but you have to keep looking
ahead because life has to go on.

Closing: Drive your car safely, so you will have a

happy life.
Opening: I was 20 years old when I experienced
depression. It was the time when a series of
unfortunate events occurred simultaneously. I
barely slept and lost my appetite.
Anecdote
Closing: I would not have overcome my
depression if not for the people who value me,
Now, I live a normal life, and it's my chance to pay
forward what those great people did to me.
Opening: My seven-year old nephew told me to
avoid giving advice in my speech. That is because
I might be like Socrates who according to him,
after walking around and giving advice to people,
Humor he died because the same people poisoned him.

Closing: I'm sure after my speech you won't

poison me because you know in your heart that
you learn
something significant today.
Opening: Why are some people able to achieve
things that seem impossible?
Provocative rhetorical
question Closing: So, why do some people achieve things
that seem impossible? That's because of hard
work and right attitude.
Opening: I have decided to live by Abraham
Lincoln's words: "Most people are about as happy
Quotation as they make their minds up to be."

Closing: Lincoln's words are such an uplifting

phrase.
Opening: One out of every three children in the
Philippines suffers from human trafficking.
Startling statistics
Closing: We can no longer afford to let more
children to suffer from human trafficking. It's about
time to put a stop to this horror.

You may have witnessed a speaker who is stiff during the entire speech, reading his/her
notes, and making no connections at all with the audience. What did you feel? You may have felt

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bored and thought that the speaker was not comfortable speaking because what the speaker was
saying did not jibe with what his/her body was communicating.

MEANING AND IMPORTANCE OF NON-VERBAL COMMUNICATION

Non-verbal communication is a behavior that conveys and represents meanings. All kinds
of human responses that are not expressed in words are classified as non-verbal communication.

Examples are your stares, smiles, tone, movements, manners of walking, standing and sitting,
appearance, style of attire, attitude towards punctuality and space, and personality.

There is a long list why the mastery of your non-verbal communication is also important.
Some are the following:

1. It enhances and emphasizes the message of your speech.

2. It can communicate all feelings, attitudes, and perceptions as well as express anything
without saying a word.

3. It can sustain the attention of listeners and keep them engaged in the speech.

4. It reflects what type of speaker you are.

5. It makes you more dynamic and animated in your delivery.

6. It serves as a channel to release tensions and nervousness.

7. It helps you make your speech more dramatic.

8. It can build connections with listeners.

9. It makes you credible as a speaker.

ASPECTS OF NON-VERBAL COMMUNICATION

Described below are some of the aspects of non-verbal communication.

1. Body language refers to your body movements which include eye contact, facial
expressions, posture, and gesture.

➢ Using Eye Contact

It is very important to use eye contact when you talk to people in small or big
groups. Your listeners can easily detect how confident you are or how interested you are
to talk to them if you use eye contact effectively. Never look up or look down; just look

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straight in the eyes of your listeners. However, excessive eye contact may result in
communication barriers.

Power Tips

a. Be sure that you master your speech because it will help you establish and maintain eye
contact with your listeners.

b. Get the attention of your listeners by looking at him/her straight in his/her eyes. Maintain
eye contact even if you are listening.

c. Use your eyes in identifying your listener's behavior. There may be some who show acts
of boredom, inattentiveness, or confusion. If you identify them, adjust your speech
delivery.

d. When you are speaking to a big group, glance smoothly at your left, center, and right.
Some speakers use the W-X-M shape glance.

e. Control movements of your eyes. Again, do not look up or look down; eyes should be in
the audience.

➢ Using Facial Expressions

Your facial expressions are your tools to express or communicate your emotions through
your eyes, eye brows, lips, ears, tongue, and nose. It is very important to know and use your facial
expressions effectively.

Power Tips

a. Know your facial expressions well by looking at the mirror and see how you show
happiness, sadness, fear, surprise, anger, and disgust.

b. Smile. It is the best facial expression because, generally, it conveys politeness, disguises
real feelings, and shows affection.

c. Seek comments from your family or friends regarding your facial expressions.

d. Be natural. Do not exaggerate. Exaggerating facial expressions may be interpreted as

fake.

e. Practice. Do the "a-e-i-o-u" technique when you practice. It can be done by saying a-e-i-
o-u with exaggeration. This exercise can also help relax your facial muscles. Another
technique is face squeezing and expanding.

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➢ Using Gestures
Gestures include movements of your hands, legs, and other body parts that carry
meanings. It is very important to use gestures properly and effectively especially when you are in
any communicative situation.

Power Tips

a. Use gestures for a specific purpose. Here's a list of types, purposes, and examples.

Type Purpose Examples

Descriptive To describe or clarify Using hands to illustrate a shape;
a point swaying hands to demonstrate flow of
actions or events; spreading hands apart to
describe length
Emphatic To make a point or Pounding to stress a point; clenched
suggest emotions fist to express anger; hands clasped to
plead; Pointing fingers to accuse
Suggestive To show approval or Thumbs-up; raised hands to signal stop or to
disapproval mean "excuse me, I want to say something";
nodding
Prompting To suggest a Raising a glass for a toast; initiate an
desirable response applause

b. Make natural gestures. Never exaggerate and avoid too many gestures especially in
professional speaking.

c. Identify your mannerisms and practice how to avoid or control them when you speak.

d. Master your speech; your gestures will emerge naturally and spontaneously at some point.

e. Avoid the following gestures when speaking: arms across the chest, arms stiff; hands
inside the pockets or nailed in the hips; one arm hanging, the other's scratching; spread
legs and hands clasped at the back; hands clasped.

Gesture Interpretation (Barrot, 2011)

Gesture of Openness Gesture of Gesture of Dominance
• Warm smile Aggressiveness • Feet on desk

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• Unfolded arms • Clenched fist • Palms down
• Uncrossed legs • Furrowed brow • Physical elevation
• Leaning forward • Leg over arm of • Strident loud voice
• Open palm • chair • Crunching hand
• Squinting shake
• Finger pointing
• Akimbo
• Arms spread with
hands grip
• Stare
Gesture of Gesture of Boredom Gesture of Frustration
Defensiveness • Blank stare • Staring into space
• Little eye contact • Drooping eyes • Running fingers
• Tightly crossed arms • No blinking through hair
and legs • Head in hands • Kicking at ground
• Scratching below • Little eye contact • Short in and out of
earlobes or sides of • Crossed legs breaths
neck • Doodling • Wringing hands
• Clenched hands • Repetitive finger • Tightly closed lips
• Palm to back of neck and foot tapping • Rubbing back of neck
• Rigid body • Tightly clenched
• Head down hands

Gesture of Readiness Gesture of Confidence

• Alert and lively facial • Stretched legs
expression • Physically elevating
• Coat open, hands on • Good stance
hips • Continuous eye
• Leaning forward contact
• Close proximity • Leaning back hands
• Sitting on edge of chair behind neck
• Nodding in agreement • Head up
• Good eye contact • Chin forward

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➢ Using a Good Posture

Posture is the position of your body either when you stand or when you sit. It is very
important to have a good posture because it shows confidence and elicits positive impression
from your audience.

Power Tips

a. Develop habits of standing and sitting correctly at all times.

b. Monitor your posture in the mirror regularly. Make sure that you stand tall with chest
out and chin up.
c. Perform exercise routines regularly that focus on improving your posture. Seek advice
from specialist for proper exercises. 111

2. Clothing and appearance are considered as vital in creating first impressions of you as a
speaker. In addition, the way you look and what you wear matter as these contribute
significantly to the success of your speech. Observe this mantra: "Dress to succeed!"

More Power Tips on Maintaining Good Posture from a Group of Medical Experts
(American Chiropractic Association; 2015)
How to sit properly?
• Keep your feet on the floor or on a footrest, if they don't reach the floor.
• Don't cross your legs. Your ankles should be in front of your knees.
• Keep a small gap between the back of your knees and the front of your seat.
• Your knees should be at or below the level of your hips.
• Adjust the backrest of your chair to support your low- and mid- back or use a back
support.
• Relax your shoulders and keep your forearms parallel to the ground.
• Avoid sitting in the same position for long periods of time.
How to stand properly?
• Bear your weight primarily on the balls of your feet.
• Keep your knees slightly bent.
• Keep your feet about shoulder-width apart.
• Let your arms hang naturally down the sides of the body.
• Stand straight and tall with your shoulders pulled backward.

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• Tuck your stomach in.
• Keep your head level. Your earlobes should be in line with your shoulders. Do not
push your head forward, backward, or to the side.
• Shift your weight from your toes to your heels, or one foot to the other, if you have
to stand for a long time.
What is the proper lying position?
• Find the mattress that is right for you. While a firm mattress is generally
recommended, some people find that a softer mattress reduces their back pain.
Your comfort is important.
• Sleep with a pillow. Special pillows are available to help with postural problems
resulting from a poor sleeping position.
• Avoid sleeping on your stomach.
• Sleeping on your side or back is more often helpful for back pain.
• If you sleep on your side, place a pillow between your legs.
• If you sleep on your back, keep a pillow under your knees.
Power Tips for Men
▪ Wear an executive attire (suit and tie).
▪ Use a black suit and pants.
▪ Use a light-colored, long-sleeved shirt to match the black suit and pants.
▪ Use a plain and simple tie that matches the color of your long sleeved shirt.
▪ Use a black belt.
▪ Use black socks.
▪ Use a well-polished black loafer shoes.
▪ Sport a clean, polished hair style.
▪ Get a clean, well-shaved face.
▪ Ensure nails are cut and clean.
▪ Avoid wearing too much accessories; wrist watch and ring are enough.
▪ Avoid wearing heavily-scented perfume.
▪ Ensure breath is fresh.
Power Tips for Women

▪ Wear an executive attire.

▪ Use light, pastel colors.
▪ Use natural shade stockings.

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▪ Use polished, high-heeled (2-3 inches high), closed shoes.
▪ Sport a neat and clean hair style.
▪ Wear light make-up.
▪ Avoid wearing too much accessories.
▪ Avoid wearing heavily-scented perfumes.

3. Vocal elements include volume, rate, tone, and pitch. Volume is the loudness and softness
of your voice; rate is the speed of delivery; tone is the voice quality; and pitch is highness
or lowness of your voice.

Power Tips

• Relax so you can modulate your voice. A modulated voice is pleasant to the ears.
• Develop habits of practicing proper pronunciation and enunciation as these will
help build your confidence and credibility.
• Adjust your volume to the size of your audience. You can get feedback from your
audience to know whether your volume is well-adjusted.
• Remember: Speaking too slowly will bore your audience; speaking too fast will
confuse them. Your audience most likely prefers a smooth-paced rate.
• Avoid fillers (ah, um) and audible motions (coughing, clearing throat) by rehearsing
your speech aloud more often.
• Use pauses and stresses more effectively.
• Monitor your vocal elements by reading aloud any material; then that's the time
you can make improvements or adjustments.
• Learn to take good care of your voice.

4. Proxemics is the space and distance between the speaker and the audience. It is an
invisible wall that defines how comfortable you are at a distance from the people you are
talking to. Space and distance can be classified into four: intimate, personal, social, and
public.

Gamble and Gamble (2012) distinguish each of the types according to

approximate measurement between speaker and listener/s and types of relationship.

a. Intimate: 0—18 inches; husband-wife, parents- children

b. Personal: 18 inches—4 feet; friend-friend or group of friends

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c. Social: 4—12 feet; employer-employees especially during meetings
d. Public: 12 feet to the limit of sight; you-public
Power Tips

a. Respect the space of every person. We are all entitled to that.

b. When you are called on stage to speak, the space of the stage becomes yours.
So, as much as possible, you maximize it. This can be done by graceful, precise,
and natural movements.

5. Colors reflect people's personality and reveal character. Hence, your choice of colors for
your clothes and visual aids matter to your audience.

Color Psychology and Meanings According to Experts (Color Psychology, 2018)

➢ Red is a single most dynamic and passionate color that symbolizes love, rage,
and courage. Demanding attention, red has a great emotional impact. Those
who desire this color are aggressive, energetic, impulsive, and strive for
success. The desire to experience the fullness of living leads to constant
activity.

Positive: passion, love, warmth, energy, excitement, strength, stimulation,

excitement, physical courage, basic survival
Negative: anger, defiance, aggression, visual impact, strain, danger
Effects: increased respiration, blood pressure, appetite, and metabolism
➢ Yellow is a truly joyous and radiant color. It exudes warmth, inspiration, and
vitality. It is the happiest of the colors It also signifies communication,
enlightenment, sunlight, and spirituality. If your treasured color is yellow, you
look forward to the future. Intellectual, highly imaginative, and idealistic, you
have a cheerful spirit and an expectation of greater happiness.

Positive: cheerfulness, energy, honor, joy, intelligence, optimism, confidence,

emotional strength, extraversion, friendliness creativity
Negative: irrationality, jealousy, anxiety, depression, fear, emotional fragility,
deception, cowardice, caution
Effects: increased mental activity, awareness, energy

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➢ Orange is an optimistic color. It helps you look at the bright side of life despite
difficulties.

Positive: sociable, optimistic, enthusiastic, cheerful, self-confident, independent,

adventurous
Negative: insincere, pensive, overly-proud
Effects: enthusiasm, rejuvenation, courage, vitality
➢ Green is a color for spring which represents growth and renewal. It is a color
that resonates energy and positivity.

Positive: intuitive, conceptual, analytical, inventive, visionary, problem- solver

Negative: wastes time in idle chit-chat, indecisive, easily frustrated
Effects: feel recharged and calm, more hypothetical
➢ Blue is a color for depth, stability and independence. This is best for studying
and working because it helps in relaxing and stimulating the mind.

Positive: serenity, intelligence, confidence, trust

Negative: aloofness, lack of emotion
Effects: relaxed and peaceful mind
➢ Purple combines the stability of blue and the energy of red. It is associated
with royalty. It symbolizes power, nobility, luxury, and ambition. It conveys
wealth and extravagance.

Positive: wisdom, dignity, independence, creativity, mystery, magic, passion, vitality

Negative: arrogance, impatience, greed
Effects: increased spirituality, calming down of anxiety
➢ White suggests goodness, purity, and innocence. The individual who chooses
white as a color seeks excellence and enlightenment in all philosophies. Just
as black is total absorption, white is a total reflection. Visually, white gives a
heightened perception of space.

Positive: neutral, hygienic, clean, refreshing, clear, sophisticated, pure, simple,

innocent, efficient, hopeful, individualistic, idealistic, optimistic

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Negative: coldness, barriers, unfriendliness, chillness, emptiness, indecision
Effects: increased sense of sophistication, cleanness
➢ Black is a mysterious color because it can have different interpretations. It can
mean power, elegance, formality, death, evil, or grief.

Positive: elegance, power

Negative: aloofness, intimidation, evil
Effects: increased feeling of loneliness, boosts confidence

6. Touch is a physical contact. It can be interpreted differently in various cultures. But,

generally, touch is used to communicate love, care, or comfort.

Power Tips

a. Always practice caution in touching other persons because touching may mean
differently to them.
b. Understand and observe cultural and gender practices of a person before touching
him/her.
NON-VERBAL PATTERNS AND THEIR INTERPRETATION

Channels Non-verbal Patterns

Power, dominance, superiority Long pause before answering a door knock;
hands on hips; fingers hooked in belt; steepling;
hands behind neck; piercing eye contact;
standing while others are seated; palm-down
handshake; physically elevating self; chin and
eye brow raised; legs over armchair
Submission, apprehension, nervousness Palm-up handshake; hand-wringing; fidgeting;
fingers clasped; head down; hands to face,
groin, and hair; minimum eye contact; throat-
clearing; constant blinking; whistling; rubbing
back of neck; shifting from side to side;
slumping and crouching
Boredom or disinterest Lousy handshake; shuffling papers; cleaning
fingernails; minimal eye contact; looking at

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door, watch, window; playing with objects on
desk', picking at clothes; doodling; drumming
table; tapping feet; head in palm of hand; blank
stare; pen clicking; foot- jiggling; body angled
away from speaker; stretching
Secretiveness and dishonesty Touching nose while speaking; tugging ear
while speaking; rubbing behind ear while
speaking; covering mouth while speaking;
scratching head; shifting eyes; tongue to side
of mouth; head down; look of concern; pulling
neck; fidgeting; moving body away
Evaluation Hand gripping chin with index finger up; slightly
tilted head; nodding; slight blinking of eyes;
stroking chin; raised eyebrow and head tilted
back; index fingers to lips; squinting but with
good eye contact; pulling upper lip; ear turned
toward the speaker; glasses in mouth; body
parallel to the speaker or turned toward
the speaker; casual tapping of the foot
Honesty, confidence, and cooperation Open hands, and palm toward another person;
lean forward in chair; good eye contact; legs
uncrossed; hands to chest; coat open;
synchronized movement with the speaker;
spontaneous movement of hands, arms, and
wrists; sitting tall but not higher than others;
shrugging shoulders
Anger, frustration, and defensiveness Jerky movements; closed fists and flexing
hands; hands inside the pockets; scratching
back of neck; squinting eyes; red skin; piercing
eye contact; kicking at ground; tense and rigid
posture; superficial smile with shaking heads
sideways

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BUILDING CONNECTIONS WITH THE AUDIENCE

Suppose you are a newly elected mayor and your administration is undergoing a major
reorganization. You assemble your staff and employees to present this reform. Now, in your
speech, how will you inspire your audience to embrace this change and help your administration
achieve its goal?

As a speaker, before you can inspire your audience, you have to strive to establish a
connection with them. In the example above, you as a mayor should address the concerns or
needs of your staff and employees first so that they will be receptive to your conveyed message.
These concerns include stability of their jobs, pay, workplace, and growth, among others. You will
not get the support that you aim for if any of your staff or employee is worried about his/her job
during the process of change.

The initial step in building connection with the audiences is to know them, which can be
achieved through audience analysis.

AUDIENCE ANALYSIS

Audience analysis can be defined as a process of looking into the behavior, values,
beliefs, or even the culture of the audience. This can be done before your presentation. By doing
so, you will know what and what not to say, how to say it, and when to say it.

Some pertinent observations are as follows: If you speak to a younger audience like your
classmates, generally, they are interested in dynamic and innovative presentations with
appropriate and effective use of visual aids. Adult listeners are responsive to current issues
relevant to them.

Audience analysis is usually done by identifying the demographic profile of your audience.
However, situational and psychological factors can also be considered.

Below is a sample worksheet which you can use to know your audience better.

Audience Analysis
Name
Description
Age range
Male-female ratio

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Educational
Background
Educational institution
Place of residence (city, province,
town)
Marital status
Economic status
(Household income above P30,000 or
below P30,000)
Language spoken
Religious affiliations/ beliefs

SOME TIME-TESTED PRINCIPLES

1. Consider the needs of your audience. Psychologist Abraham Maslow identified the
hierarchy of human needs as shown below. You can use this framework to deepen your
understanding of your audience.

In your speech, asking the following questions can be essential to tapping and
building onto the needs of your audience. Will the message of my speech contribute to
the professional growth and fulfillment of my audience? Will my audience feel more
important or act more responsibly after my speech? Will my audience deepen their sense

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of inclusiveness when I engage them in active participation? Will the freedom of my
audience be suppressed? What are they thinking? What do they want to hear?

2. Identify your audience size and set-ups. Coordinate with area personnel, conference
committee or the ones knowledgeable about details, so that you can make necessary
adjustments to your speech. The set-up should complement the size or number of
audience. It can be a large group or a small group. In dealing with a large group, you need
more effort in terms of gestures, eye contact, and body movements. Your interaction with
the audience also is affected by the size: the smaller the size, the higher the chance you
will be interactive with your audience.

NDERSTAND
Your class will be divided into groups of 5-6 members each. Create a 2-minute role
play that DOES NOT involve talking, only body movements. Your teacher will assign
scenes to each group.
After a 10-minute preparation time, each group will present its play and the rest of
the class will try to understand the scene being introduced.
Capture in photos the presentation of your group and paste them here.

USING NON-VERBAL CUES

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REPARE
Using the same groupings, each group should memorize and perform in class its
assigned paragraphs drawn from I AM A FILIPINO by CARLOS P. ROMULO. In your
presentation, it is expected that you should deliver your memorized parts observing body
language, vocal elements, distance and physical appearance.

I AM A FILIPINO
by Carlos P. Romulo

I am a Filipino – inheritor of a glorious past, hostage to the uncertain future. As such, I must
prove equal to a two-fold task – the task of meeting my responsibility to the past, and the task of
performing my obligation to the future.

I am sprung from a hardy race – child many generations removed of ancient Malayan
pioneers. Across the centuries, the memory comes rushing back to me: of brown-skinnedmen
putting out to sea in ships that were as frail as their hearts were stout. Over the sea I see them come,
borne upon the billowing wave and the whistling wind, carried upon the mighty swell of hope – hope
in the free abundance of the new land that was to be their home and their children’s forever.

This is the land they sought and found. Every inch of shore that their eyes first set upon,
every hill and mountain that beckoned to them with a green and purple invitation, every mile of rolling
plain that their view encompassed, every river and lake that promised a plentiful living and the
fruitfulness of commerce, is a hollowed spot to me.

By the strength of their hearts and hands, by every right of law, human and divine, this land
and all the appurtenances thereof – the black and fertile soil, the seas and lakes and rivers teeming
with fish, the forests with their inexhaustible wealth in wild and timber, the mountains with their
bowels swollen with minerals – the whole of this rich and happy land has been for centuries without
number, the land of my fathers. This land I received in trust from them, and in trust will pass it to my
children, and so on until the world is no more.

I am a Filipino. In my blood runs the immortal seed of heroes – seed that flowered down the
centuries in deeds of courage and defiance. In my veins yet pulses the same hot blood that sent
Lapulapu to battle against the alien foe, that drove Diego Silang and Dagohoy into rebellion against
the foreign oppressor,

That seed is immortal. It is the self-same seed that flowered in the heart of Jose Rizal that
morning in Bagumbayan when a volley of shots put an end to all that was mortal of him and made
his spirit deathless forever; the same that flowered in the hearts of Bonifacio in Balintawak, of
Gregorio del Pilar at Tirad Pass, of Antonio Luna at Calumpit, that bloomed in flowers of frustration
in the sad heart of Emilio Aguinaldo at Palanan, and yet burst forth royally again in the proud heart
of Manuel L. Quezon when he stood at last on the threshold of ancient Malacanang Palace, in the
symbolic act of possession and racial vindication.

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The seed I bear within me is an immortal seed. It is the mark of my manhood, the symbol of
my dignity as a human being. Like the seeds that were once buried in the tomb of Tutankhamen
many thousands of years ago, it shall grow and flower and bear fruit again. It is the insigne of my
race, and my generation is but a stage in the unending search of my people for freedom and
happiness.

I am a Filipino, child of the marriage of the East and the West. The East, with its languor and
mysticism, its passivity and endurance, was my mother, and my sire was the West that came
thundering across the seas with the Cross and Sword and the Machine. I am of the
East, an eager participant in its struggles for liberation from the imperialist yoke. But I know also that
the East must awake from its centuried sleep, shake off the lethargy that has bound its limbs, and
start moving where destiny awaits.

For I, too, am of the West, and the vigorous peoples of the West have destroyed forever the
peace and quiet that once were ours. I can no longer live, a being apart from those whose world
now trembles to the roar of bomb and cannon shot. For no man and no nation is an island, but a
part of the main, and there is no longer any East and West – only individuals and nations making
those momentous choices that are the hinges upon which history revolves.

At the vanguard of progress in this part of the world I stand – a forlorn figure in the eyes of
some, but not one defeated and lost. For through the thick, interlacing branches of habit and custom
above me I have seen the light of the sun, and I know that it is good. I have seen the light of justice
and equality and freedom, my heart has been lifted by the vision of democracy, and I shall not rest
until my land and my people shall have been blessed by these, beyond the power of any man or
nation to subvert or destroy.

I am a Filipino, and this is my inheritance. What pledge shall I give that I may prove worthy
of my inheritance? I shall give the pledge that has come ringing down the corridors of the centuries,
and its hall be compounded of the joyous cries of my Malayan forebears when they first saw the
contours of this land loom before their eyes, of the battle cries that have resounded in every field of
combat from Mactan to Tirad Pass, of the voices of my people when they sing:

Land of the morning.

Child of the sun returning . . .
Ne’er shall invaders
Trample thy sacred shore.

Out of the lush green of these seven thousand isles, out of the heart-strings of sixteen million
people all vibrating to one song, I shall weave the mighty fabric of my pledge. Out of the songs of
the farmers at sunrise when they go to labor in the fields; out the sweat of the hard-bitten pioneers
in Mal-ig and Koronadal; out of the silent endurance of stevedores at the piers and the ominous
grumbling of peasants in Pampanga; out of the first cries of babies newly born and the lullabies that
mothers sing; out of crashing of gears and the whine of turbines in the factories; out of the crunch
of ploughs upturning the earth; out of the limitless patience of teachers in the classrooms and doctors
in the clinics; out of the tramp of soldiers marching, I shall make the pattern of my pledge:

I am a Filipino born of freedom, and I shall not rest until freedom shall have been added unto
my inheritance – for myself and my children’s – forever.

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Rubric for Memorized Verses
Excellent Very Good Fair Needs
(5) Good (3) (2) Improvement
(4) (1)
1. Attire
2. Color
3. Eye Contact
4. Facial Expression
5. Movements
6. Posture
7. Space and distance
8. Time management
9. Voice
10. Overall appeal
TOTAL
GRAND TOTAL /50

Rubric for Body Language Interpretation

Excellent Very Good Fair Needs
(5) Good (3) (2) Improvement
(4) (1)
1. Clarity of Presentation
(if story is understood)
2. Eye Contact
3. Facial Expressions
4. Gesture
5. Posture
6. Props and Costume
7. Space and Distance
8. Time management and
Organization
9. Voice
10. Overall Impact
TOTAL
GRAND TOTAL /55

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LESSON 10

Objectives
At the end of the lesson, you should be able to:

1. identify the various genres used across professionals;

2. explain the features of a letter, memo and an e-mail;
3. use appropriate format and document design for a letter, memo, and e-mail;
4. write effective minutes;
5. define the purpose and context of a purposes.

ERCEIVE
GENRES ACROSS PROFESSIONS

Different professions use different genres. However, you will note that there are
communication materials that cut across professions. They communicate important information
about a certain organization, event, or individual.

Some of these communication materials are the memoranda, minutes of meetings,

business letters, and business proposals. Moreover, with the advent of technology, there are now
new forms of communication materials using social media channels such as Facebook, Twitter,
and LinkedIn. All these communication materials are considered as genres and they cut across
the different professions and/or disciplines.

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ESSENTIALS OF BUSINESS WRITING

Writing correspondences is an essential activity of any business, academic, or industrial

organization. Generally, correspondences or technical reports aim to inform and persuade their
intended readers. They also have certain advantages over the spoken mode. These are listed as
follows:

• They allow the writer to have time to think about the message he/she wants to convey
thoroughly.
• They are more accessible and can be retrieved by the
• reader at any time convenient to him/her.
• They present the message in details.
• They can be documented and filed.

BUSINESS LETTER

An effective business letter elicits the expected response from the reader. This can be
achieved through concise, tactful, and accurate writing style. A business letter serves several
purposes: for sales efforts, for complaints, for information dissemination, for relationship building,
and for problem-solving.

PARTS OF A BUSINESS LETTER

Parts Functions
It identifies the writer, his /her address, and contact
Letterhead
numbers.
It is placed between the letterhead and the inside
address. It should never use plain numerals for dates
Date
as it may create confusion. Instead of using 02/02/16,
February 2, 2016 or 2 February 2016 can be used.
It identities the reader's name, position, and company,
Inside Address and address. It should be placed immediately below the
date.
It is used when the writer wishes to address the whole
company but wants to bring it to the attention of a
particular person in the company. It can be written in
Attention Line two formats:

Attention Peter Burkin

Attention: Peter Burkin
It refers to the writer's greeting to the reader. It can
Salutation appear in different formats:

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Dear Sir:
Sir:
Dear Mr. Burkin:
It contains the message of the letter. Paragraphs are
single-spaced internally but double-spaced to separate
Body paragraphs. If the letter is too short, the body can be
double-spaced or triple-spaced to separate the
paragraphs.
It is an expression used to end a letter. Below is the
level of formality of the complimentary close (Merriam
Webster’s Guide to Business Correspondence,
1996):
Highly formal
Respectfully yours,
Respectfully,
Vey respectfully,
Polite and formal
Very truly yours,
Complimentary Close Yours very truly,
Yours truly,
Less formal
Sincerely yours,
Yours,
Cordially yours,
Informal and friendly
As ever,
Best regards,
Kindest regards,
Regards,
Includes the signature and the typed name of the
sender. The typed name can be in all caps (PETER
Signature block
BURKIN) or CLC format (Peter Burkin). The space for
the signature should be three to five lines.
Identification Initials It indicates the typist's initials if the sender is not the
one who personally typed the document.
It indicates the attachments to the letter. It can be
written in the following formats:
Enclosure Notation Enclosures (2)
Enclosure
enc. / encl.
It indicates the name of the secondary recipients of the
Copy notation letter. It is indicated by cc: which means carbon copy
or courtesy copies.

TIPS FOR WRITING A LETTER

1. Use a language that is appropriate to the target readers.

2. Arrange your ideas logically.
3. Use a direct but tactful tone.

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4. Use the active voice in most of your sentences.
5. When writing, put yourselves in the shoes of the target readers.
6. Use correct format, punctuation, spelling, and grammar.
7. Specify the receiver's name. However, if it is impossible to get the name of the receiver,
use a generic title such as the Human Resource Director.

MEMORANDUM
Memorandum is a business correspondence which aim to inform and persuade target
readers who are within the organization. Similar to news writing format, it follows on inverted
pyramid structure. This means that the most important information comes first.

Most Important
Information

Supporting
Data and
Examples
Less Important
Information

FIVE TYPES OF MEMO

1. Instruction memo provides information that the readers need to perform accurately. A
notice directing the employers to undergo physical check-up is an example of this kind of
memo.
2. Request memo asks readers to provide certain information or take certain actions. An
example of this memo is when requesting fund for a seminar.
3. Announcement memo provides information about an event, person, or thing. An example
of this memo is when announcing a meeting.
4. Transmittal memo serves as a cover note for a more formal or lengthy document. An
example of this memo is when transmitting an annual report to the members of the board
of directors.

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5. Authorization memo gives permission. An example of this memo is when allowing an
employee to study on Saturdays.

ADVANTAGES OF A MEMO

1. It reaches a large number of readers at the same time.

2. It provides a written record that can be accessed any time.
3. It allows a detailed and accurate delivery of message.

DISADVANTAGES OF A MEMO

1. It is not ideal to convey complex topics since memos are generally used for short texts.
2. It takes time to reach distant branches and offices.
3. It is more expensive than e-mail.

PARTS OF A MEMO
Parts Functions
Letterhead It identifies the writer, his/her address, and contact numbers.
It is placed between the letterhead and the inside address. It
should never use plain numerals for dates as it may create
Date
confusion. Instead of using 02/02/16, February 2, 2016 or 2
February 2016 can be used.
To" Line It indicates the name and title of the receiver.
It is used when the writer wishes to address the whole
company but wants to bring it to the attention of a particular
person in the company. It can be written in two formats:
Attention Line
Attention Peter Burkin
Attention: Peter Burkin
It indicates the name of the sender. The sender should affix
"From " Line his/her initials on the right side of his/ her name for
verification purposes.
It announces the main content or topic of the memo. Subject
Subject Line
is more preferred than the old term Re.
It contains the message of the memo. Paragraphs are single-
spaced internally but double-spaced to separate paragraphs.
Body If the memo is too short, the body can be double-spaced or
triple-spaced to separate paragraphs. Paragraphs in the
memo are not indented.
It indicates the typist's initials if the sender is not the one who
Identification initials
personally typed the document.

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It indicates the attachments to the letter. It can be written in
the following formats: 1
Enclosure notation
Enclosures (2)
Enclosure
enc. / encl.
It indicates the name of the secondary recipients of the letter.
Copy notation It is indicated by cc: which means carbon copy or courtesy
copies.

TIPS FOR WRITING A MEMO

1. Use bullets, numbers, and letter to list information.

2. Use a positive tone, active verbs, and concise wording.
3. Use heading to improve the readability.
4. Eliminate grammatical and typographical errors.
5. Use correct format and structure.
6. Put your initials in a signature form beside your printed name as sender.
7. Flush the memo heading to the left ("to" line, “from” line, subject line, and date line).
8. Say thank you or state a directive action (e.g., for your compliance, for your immediate
action, for your approval,for your information) at the end of the memo.

ELECTRONIC MAIL (E-MAIL)

The advent of technology has introduced us to a new form of business communication;

that is e-mail communication. In fact, one study in the United States showed that 98 percent of
employees consider e-mail as extremely important (Gerson, 2009). It is important not only in the
workplace but also in personal communication. We send e-mails to our friend and relatives locally
and abroad; and teachers and classmates. Undoubtedly, e-mail has revolutionized the way
people communicate.

Similar to letters and memos, e-mails serve many purposes. It can be used to give
directions, to transmit documents, to record important data and information, to confirm requests,
to explain procedures, to make recommendations, to inquire, and to submit feasibility and status
reports.

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ADVANTAGES OF E-MAIL

1. It reaches the target reader fast.

2. It confirms an acceptance or rejections easily.
3. It is less costly than letters and memos.
4. It can easily reach the farthest parts of the globe.
5. It is environment-friendly.
6. It is easier to document.

DISADVANTAGES OF E-MAIL

1. It is prone to hacking and technical glitches.

2. It can cause information overload.
3. It can be used to transmit computer virus.

TIPS FOR WRITING AN E-MAIL OR A MEMO

1. Make the subject line informative or descriptive of the memo content. Avoid vague subject
lines such as follow-up, additional information, and request.
2. Keep the subject line simple and short.
3. Do not change the subject line when you are replying to an e-mail.
4. The "to" line should contain the names of the primary readers. Secondary readers must
be placed in the cc line. Primary readers are those who are directly involved in the
message of the e-mail.
5. Ensure the correctness of the e-mail address of the recipients.
6. Make the file name of the attached document meaningful. Instead of using "letter1," use
"request_letter_barrot."
7. Never use "all caps" in the main text. This is unnacceptable. 1
8. State your purpose in the first sentence of the memo.
9. If the message is sensitive, compose it first using the word processor.
10. Avoid emoticons and informal jargons like LOL and BRB.

STANDARD ELEMENTS OF THE MINUTES OF THE MEETING

Introduction

1. Name and address of the organization

2. Type of meeting (special, executive, committee, board, regular, emergency)

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3. Call to order: time, date, and presiding officer
4. Attendance

Body

1. Reading, correction, and approval of the previous minutes: "I move that the minutes
of the meeting dated March 25 be approved as corrected. "
2. Business arising from the previous minutes of meeting
3. New Business
a. Agenda 1
b. Agenda 2
c. Agenda 3

Conclusion

1. Announcement (including the time and date of the next meeting)

2. Other matters (new topics that need to be covered in future meetings)
3. Time of adjournment
4. Name and signature of the minutes-taker and the presiding officer

It should be noted that the format and structure of minutes the meeting may vary from one
organization to another. Sometimes, an organization has its own format to be followed. However,
you may suggest some revisions if you think that the format of the minutes of the meeting currently
used by your organization does not incorporate some essential parts.

TIPS FOR PREPARING THE MINUTES OF MEETING

1. Use the meeting agenda as a guide in organization the information in your minutes.
2. Make sure that the minutes are factual, free from editorial comments, and subtle slanting
of factual statement. A statement such as "as always, Ms. Pintra opposed the proposal"
shows an editorial comment.
3. Summarize the major points of the meeting.
4. Record verbatim parliamentary points such as motions, resolutions, and points of order.
Include the name of the speaker.
5. Never include the name of the seconder of the motion unless ordered by the body.
6. Enter the number of votes on each side in matters that required voting.
7. Focus on the action taken rather than on the topics.

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Incorrect: Attendance should be checked by the subject teacher during major exams.
Correct: Ms. Corona reiterated that attendance should be checked by the subject teacher
during major exams.
8. Be objective. Never let your own personal bias cloud your accuracy in taking down notes.
9. Type the minutes as soon as the meeting is finished.
10. Use single space when preparing the minutes.
11. Number all the pages.
12. Place the corrections made in the previous minutes above the affected line or in the
margin.
13. Never throw out the original minutes. As much as possible, attach the original minutes to
the revised one. This is to ensure accuracy of revision.

REPORT

A report is a type of business communication that provides an update about a project or event
related to an organization. Its primary purpose is to inform or persuade the target reader who is
usually the immediate superior of the writer of the report. Reports appear in different forms and
types. They may be formal or informal. Formal reports are those that are lengthy and cover
complicated topics while informal reports are those that are shorter (usually not more than five
pages) and deal with a specific event or aspects of an organization. Three of the most common
types of informal reports include incident report, trip report, and progress report. An incident report
provides a factual account of an incident to make sure that the incident will not happen again.
Some of the common situations that require an incident report are as follows:

• Machine breakdown
• Installation problems
• Brawl between and among personnel
• Accidents
• Problems caused by natural calamities

BUSINESS PROPOSAL

When the company you work for wants to venture into a project with another organization,
you may be asked to write a business proposal. The purpose of a business proposal is to attract
clients or secure support from possible investors or organizations. You may also write one for
your own use if you are a freelancer. Generally, proposals have the same template. Because
there are numerous competing companies nowadays, it is important that you produce a well-

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written proposal so that you will have an edge over the others. Your goal is having the proposal
approved by your prospective client so do your best to attain that objective. You need to know
and understand your target client in developing a proposal that has a sound methodology, a viable
solution to the problem that the company is facing, a realistic schedule, and a reasonable and
justifiable budget.

A good proposal cannot be prepared overnight. If you are targeting a client, research about
it exhaustively. Know how it operates. Design a method by which you can outshine other
competitors who also wish to submit a proposal on the same ground. Note that some prospective
clients you meet in the course of your career may suddenly request for a proposal to be prepared
and submitted within a short notice. When this happens and you are not able to get to produce a
persuasive proposal, do not be disheartened as the experience will still add to your journey as a
professional.

Business proposals generally have three major parts: the problem statement, the
proposed solution, and the costing or pricing. Make sure that you begin with the Executive
Summary which highlights what you or your company is all about, the services it provides, and
how it differs from the others. This should be your selling point. Think of an added value that you
or your company can offer that will make it outdo the other organizations of the same nature.

After the Executive Summary, proceed to the problem statement or what your
prospective client is encountering. The client should be convinced that you perfectly understand
the situation that it is in. This should be followed by the proposed solution which explains how
you can address or resolve the concern/s besetting the client. You should then offer a sound
method by which you will address the problem, spelling out the step-by-step procedure that you
will employ to carry out your plan effectively. The step-by-step procedure will likewise require a
timetable or the schedule for the completion of the project. Make sure that your timetable is
realistic. It is not a good idea that you merely impress your prospective client but are not able to
deliver and meet the client's expectations. Stating a bit of your qualifications and your vast
experience in the field can be highlighted in this part so that you can convince the prospective
client that you are the best choice and the most qualified to take on the job and bring success to
the client. The last major part is the costing. You need to state the price of the services you will
render if given the chance. It is all up to you and your company if you want a one-time payment
or a payment on a staggered basis depending on the nature of the project.

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Finally, there are no hard and fast rules as regards the length of the proposal. What is
more important is that it is complete with the information needed including those that your
prospective client may ask for. Your proposal should be accompanied by a cover letter and should
begin with a Title Page with your name/name of the company indicated, the company to whom
the proposal is being submitted, as well as the date when it is submitted.

NDERSTAND
Comprehend each statement and decide if it is True or False. Write your answer on
the blank.

__________________1. A salutation can be found in all of the three business

correspondences: letters, memos, and e-mails.

__________________2. A letterhead is a part of the memo that indicates the name of

the company.

__________________3. The date should be written in plain numerals.

__________________4. Among the three business correspondence, the most costly is

the e-mail.

__________________5. You can reply to an e-mail if you are a receiver via bcc.

__________________6. Truly yours is a formal complimentary close.

__________________7. A transmittal memo introduces a document to the reader.

__________________8. The subject line must be reflective of the content of the memo.

__________________9. The closing statement for your compliance is applicable to

informative memos.

__________________10. The full block format uses paragraph indentation.

__________________11. It is appropriate to use the passive voice if you do not know

the doer of the action.

__________________12. A memo follows an inverted structure.

__________________13. A semicolon is used at the end of the complimentary close.

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__________________14. The sender must sign beside the "to" line.

__________________15. Add two spaces for the signature block.

__________________16. Comments can be added to the minutes.

__________________17. The minutes should follow the flow of the agenda.

__________________18. The minutes should be signed exclusively by the presiding

officer.

__________________19. Attendance is an essential part of the minutes of the meeting.

__________________20. Motions should be paraphrased.

__________________21. Minutes should be prepared within a few days following the

meeting.

__________________22. The one who makes the statement should be indicated in the
minutes.

__________________23. The minutes of the meeting should have only one format,

__________________24. Approval of the previous minutes is done at the end of the

current meeting.

__________________25. The minutes of the meeting should be approved by the body

before they can be finalized.

REPARE
Write a letter in response to this memo

DATE: March 20, 2017

TO: Finance Department; Marketing Department; Operations Department
FROM: Human Resources Department
SUBJECTS: Annual Performance Evaluation Reports

Kindly submit your annual performance evaluation reports by March 24, 2017. We
have extended the deadline to allow you to fulfill the requirements and enable you to
receive the incentives extended to employees annually. If you have questions or
concerns, please let us know right away.

Thank you for following our organization’s policies and guidelines.

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1. Write a sample letter

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2. Write a sample memo

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3. Write a sample email

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4. Write a sample Minutes of the Meeting

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Rubrics for Letters, Memos, and E-mails

VGE GE SE LE N
(5) (4) (3) (2) (1)
IDEAS AND CONTENT
11. Document communicates its purpose.
12. Document addresses the context.
13. Target audience has been addressed.
14. Introduction states the main purpose and content.
15. Ideas are accurate, well-researched, and logically
intertwined.
16. Conclusion ends powerfully and positively.
17. Document is ethically written.
STYLE, FORMAT AND DESIGN
18. Paper uses a variety of sentence structures.
19. Paper uses a professional and objective tone.
20. Writer eliminates redundancies and wordiness.
21. Document design projects a professional image.
22. Document is easy to read.
23. Document meets specifications for format.
24. Titles and subheadings are clearly identified.
ORGANIZATION
25. Paper uses organizational pattern and structure
appropriate for the document.
26. Paper uses effective transitional and cohesive devices.
27. Ideas are correctly placed, thus improving the document’s
organization.
GRAMMAR AND MECHANICS
28. Grammar is accurate.
29. Mechanics are correct.
30. Sentences are skillfully structured (absence of run-ons,
ineffective fragments, dangling and misplaced modifiers).
TOTAL
GRAND TOTAL /105
Legend:

VGE – To a very great extent; GE – To a great extent; SE – To some extent; LE – To a little

extent; N – Not at all

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Rubrics for the Minutes of a Meeting

VGE GE SE LE N
(5) (4) (3) (2) (1)
IDEAS AND CONTENT
1. Document communicates its purpose.
2. Document addresses the context.
3. Target audience has been addressed.
4. Introduction identifies the organization and its address,
call to order, type of meeting, and attendance.
5. Body identifies the corrections and business arising from
the minutes.
6. Body indicates new businesses.
7. Conclusion indicates the time of adjournment,
announcement, other matters, and name and signature
of minutes-taker and presiding officer.
8. Content is factual and accurate.
9. Paper uses appropriate graphics (if necessary).
STYLE, FORMAT AND DESIGN
10. Paper uses a variety of sentence structures.
11. Paper uses a professional and objective tone.
12. Writer eliminates redundancies and wordiness.
13. Document design projects a professional image.
14. Document is easy to read.
15. Document meets specifications for format.
16. Titles and subheadings are clearly identified.
ORGANIZATION
17. Paper uses organizational pattern and structure
appropriate for the document.
18. Paper use the chronological order.
19. Ideas are correctly placed, thus improving the document’s
organization.
GRAMMAR AND MECHANICS
20. Grammar is accurate.
21. Mechanics are correct.
22. Choice of words is appropriate.
23. Sentences are skillfully structured (absence of run-ons,
ineffective fragments, dangling and misplaced modifiers).
TOTAL
GRAND TOTAL /115
Legend:

VGE – To a very great extent; GE – To a great extent; SE – To some extent; LE – To a little

extent; N – Not at all

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LESSON 11

Objectives
At the end of the lesson, you should be able to:

1. determine the nature of research writing;

2. explain the qualities of an effective research writer;
3. determine the components of a research paper;
4. organize the steps in the writing process.

ERCEIVE
ESSENTIALS OF RESEARCH WRITING

Research is essential in the academe, industry, governance, or in any organization. one

who is an expert in this area plays a more functional role in a situation in which his/her research
knowledge or experience is applied. A teacher, for example can easily adjust his/her teaching
practices and style to specific student types because of his/her active involvement in relevant
research.

Research writing a may be a struggle at first especially for novices, but readability (i.e.
clear and concise writing) can be taught and learned.

But what is research? Research is a systematic and scientific way of investigating and
gathering information to answer a particular problem, establish facts, and reach conclusions.

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Conducting a research can be done in any fields such as arts, humanities, social sciences, natural
sciences, technology, and health sciences. Any research begins with a topic. For most student
researches, clarifying a topic through a question form is especially useful.

QUALITIES OF EFFECTIVE RESEARCHERS

The success of a research paper depends on the ability of researchers who write it. Below
are some of the qualities that researchers must possess:

1. They must be organized especially with time.

2. They must be highly motivated and creative.
3. They must read often to get new ideas and identify knowledge gaps.
4. They must be effective communicators.
5. They must be participative and collaborative.
6. They must be analytical and critical about matters relevant to them, to others, or to the
society.
7. They must be open-minded and good listeners.

Generally, a research report includes the following sections: title page, abstract, introduction,
literature review, methodology, results, discussion, conclusion, and references.

1. Title page — contains an informative title (i.e., describes the content of the paper), name
of author/s with their addresses or affiliation, and date submitted. Below are examples of
informative titles:
a. Effects of Facebook on the Academic Achievement of First Year Students
b. Development and Validation of a Software for Detecting Plagiarism

There are different types of titles according to Derntl (2014). These are descriptive,
declarative, interrogative, and compound.

Types Descriptions Examples

Describes what the Investigating the Impact of ASEAN
paper is about Integration Policy on Higher
Descriptive
Educational Institutions in the
Philippines
States the results of the ASEAN Integration Policy Impacts
Declarative research Higher Educational Institutions in
the Philippines

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Poses a question Does ASEAN Integration Policy
Interrogative Impact Higher Educational
Institutions in the Philippines?
Combines two titles Does ASEAN Integration Policy
and separate them with Impact Higher Educational
Compound
a colon Institutions in the Philippines?: An
Empirical Study

2. Abstract — contains the summary of the findings and conclusions. It briefly presents the
context of the study, research questions or objectives, methodology, major findings,
conclusions, and implications. An abstract does not contain any citation and a great deal
of statistical results. Its length ranges from 100 to 250 words.
• Background/Motivation: Why was the research conducted? (30%)
• Aim/Purpose/Problem Statement: What is the purpose of your research? (10%)
• Methods: What methods or techniques did you use? (10%)
• Results: What are your most important findings? (40%)
• Conclusion: What are your conclusions? (20%)

Your abstract should not include references, slang words, abbreviations, and non-
essential numbers and statistics. Ideally, your abstract should not exceed 250 words.

3. Introduction — explains the current state of field and identifies research gaps. It also
presents your research focus in a way that it addresses the identified gaps and puts the
research topic in context. Its length usually ranges from three to five paragraphs.

General
Current State of
the Topic

Knowledge Gaps/ Problems

relevant to the Topic

Purpose/Problem
Statement

Specific

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4. Literature Review – contains the summary and synthesis of all available sources directly
relate to your study. It is divided into two sections: related concepts and related studies.
Related concepts explain some of the fundamental concepts needed by readers to better
understand the study. In this section, some concepts and theories are defined, explained,
and elaborated. Unlike related concepts, related studies are based on previously
conducted studies directly related to the paper. Both the related concepts and studies will
help the writer explain the phenomena that may arise in the study. This section ends with
a paragraph that synthesizes all of the studies presented and puts the study in context.
Hence, the last paragraph may include the topic and specific research problems. Its length
may range from two to three pages. Note that in some cases, the literature review is
integrated into the introduction section.

5. Methodology — contains how you proceeded with the conduct of your research. This
section contains the context and participants, instruments used, data-gathering
procedure, and data analysis. The context and participants section explains the number
and demographic profile of participants involved as well as the place where the study was
conducted. The Instrument section presents tools used in gathering data. These may
include questionnaires, interviews, focus group discussions, and tests among others. All
of the instruments used should be described in detail and on how they are validated.
Finally, the data-gathering section presents the details on how the data were collected
whereas the data analysis section presents how the data were analyzed, qualitatively
(coding scheme) or quantitatively (statistical tools).

6. Results — factually describes the data gathered. It usually contains tables and graphs that
summarize the collected data. Along with the tables and graphs are their respective
interpretations. The flow of the results section should follow the flow of the research
question/problems/objectives. It is expected that for each research problem or objective,
corresponding results are presented.

7. Discussion – presents the why's of the results. This section provides an explanation of all
the results in relation to the previous studies presented in the literature review. In this
section, you need to restate your research problems or objectives in the first paragraph
as well as the major findings.

The succeeding paragraphs should explain whether your study supports or rejects
previous findings and explain the reason for this claim. You should also state the new

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findings that you have uncovered. Similar to the flow of the results, this section follows the
flow of your research problems or objectives.

8. Conclusion — contains the restatement of major findings, limitations of the study,

recommendations, and implications. Note that in some cases, the conclusion is integrated
into the discussion section.

9. References — contains the different sources you used in your study. These may be
academic books, journals, and other online sources. Its format depends on the school,
teacher, or field of study.

POWER TIPS FOR WRITING A RESEARCH REPORT

The following are the steps in research writing:

1. Preparation
a. Identify the context.
b. Identify the purpose.
c. Identify the audience.
2. Generating and Focusing Ideas
a. Choose a topic. Specify it.
b. Check your library or online catalog for relevant resources and/or references.
c. Prepare a preliminary bibliography.
• Modeling (when necessary)
a. Get samples of a published paper.
b. Learn paper structure, style, and proper argument structure, among others.
3. Outlining and Thesis Statement Writing
a. Construct a tentative thesis statement.
b. Construct a tentative outline.
c. Continue generating ideas through reading and discussing with colleagues.
d. Finalize the thesis statement.
e. Finalize the outline.
4. Drafting
a. Write the first draft of the body.
b. Write the first draft of the conclusion.
c. Write the first draft of the introduction.
d. Write the first draft of the abstract.

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e. Prepare a draft of a reference list.
f. Put together all parts.
g. Continue generating ideas through reading and discussing with colleagues.
5. Providing Feedback
a. Provide self-feedback.
b. Seek feedback from your peers (at least two).
c. Seek feedback from your teacher/s.
6. Revising

Consider your own feedback and your peers ' and teacher's as well.

7. Editing/Proofreading

Correct the diction or word choice, run-ons and fragments, subject-verb

agreement, pronoun usage, prepositions, dangling and misplaced modifiers,
transitions, verb tense, spelling, punctuation, capitalization, and other grammatical
and typographical errors.

8. Finalizing

Finalize all parts of the paper.

9. Publishing
a. Submit the paper to your teacher.
b. Seek advice from your teacher on how you can publish your work online or
better still, to a reputable journal.

FOR WRITING A RESEARCH REPORT

1. Fifty (50) to seventy five (75) percent of the paper should be devoted to results and
discussion.
2. Be sure to cite all your sources whether they are paraphrased or directly quoted.
3. Use direct quotation sparingly. Paraphrase as much as possible.
4. Strictly follow the required documentation and citation style.
5. Topics should be relevant, interesting, current, and manageable in terms of resources,
skills needed, and time. They should not be too sensitive and controversial as well.
6. Research questions should directly address the given topic or thesis statement.

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NDERSTAND
Write T on the blank if the statement is true and F if it is false.
__________________1. One skill that an effective researcher must possess is critical thinking.
__________________2. There is a big difference between the traditional version of the research
writing structure and the modern one.
__________________3. The title should gain the attention of the readers.
__________________4. It is not deemed important to exclude the name/s of the author/s and
his/their affiliation in the paper.
__________________5. The abstract provides relevant findings of the research conducted.
__________________6. The problem statement should appear first in the introduction.
__________________7. The use of hedging devices can soften the claim of the argument.
__________________8. The list of references may not be included in the parts of research paper.
__________________9. Research writing should adhere to appropriate conventions.
__________________10. Just like other forms of writing, the research paper follows certain
steps.
__________________11. A research report has a format similar to that of an academic essay.
__________________12. The abstract should be written prior to writing a conclusion.
__________________13. An informative title is preferred when writing a research report.
__________________14. The conclusion contains the details of the findings obtained from the
study.
__________________15. Gathering references can be done recursively.
__________________16. It is better to have as many direct quotations as possible.
__________________17. Majority of the paper content should be devoted to the literature review.
__________________18. Survey instruments should be aligned to the research questions.
__________________19. Tables and graphs for the data gathered are presented under the
introduction section.
__________________20. The discussion section presents the procedure undertaken to complete
the study.
__________________21. The introduction contains the purpose and current state of the field of
study.
__________________22. The literature review contains the explanation of relevant concepts and
related studies.

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__________________23. The methodology contains the description of participants and
instruments.
__________________24. The title and thesis statement are written differently.
__________________25. Two different documentation styles can be used in one research report.

REPARE
1. Select a topic using the following criteria: manageability, relevance, available
resources, and level of interest. Then, seek approval from your teacher. Once
approved, narrow down your topic through freewriting, clustering, listing, and
brainstorming.
2. Set the context for writing your research report by completing the given
information. Choose a school-related topic as much as possible.

Topic:__________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

General Purpose: __________________________________________________

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Specific Purpose: ________________________________________________________

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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Target Output: __________________________________________________________

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Audience: ______________________________________________________________

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Writer's Persona: ________________________________________________________

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Tone/Formality: _________________________________________________________

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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REFERENCES

Barrot, J. S. & Sipacio P. F. (2018). Purposive Communication in the 21st Century.

Quezon City: C & E Publishing.

Flores, M. M., Eusebio H. E., Abad, H. E., & Castro, C. A.(2009). Thought and Expression
for Academic Writing. Quezon City: C & E Publishing Inc.

Guffey, M. E. (2004). Essentials of Business Communication . Masun, OH: Thomson

South Western.

Madrunio, M. R., & Martin, I. P. (2018). Purposive Communication Using English in

Multilingual Contexts. Quezon City: C & E Publishing Inc.

Mendez, R. G. (2016). English for the Workplace. Quezon City: Great Books Publishing .

Searles, G. J. (2011). Workplace Communication: The Basics (5th Edition). Boston, MA:
Longman.

Suarez, C. A., Perfecto, M. C. & Canileo L. N.(2018). Purposive Communication in

English . Quezon City: Ateneo Manila University Press.

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