ENG101: PURPOSIVE COMMUNICATION
College of Liberal Arts, Sciences, and Education
Prepared by: Jeric Z. Romero
MODULE 4
COMMUNICATION FOR VARIOUS PURPOSES
Brief Introduction or Description
This lesson discusses the purposes of communication, kinds of speech according to purpose and delivery,
and concepts in obtaining and disseminating information.
Learning Outcomes:
By the end of the module, you should be able to:
1. Distinguish various purposes and types of communication
2. Convey ideas through oral and web-based presentations for different target audiences
Pre-Activity - Before Reading Questions
1. Have you experienced delivering a speech before an audience? How was the experience?
2. As a student, what are the usual reasons why you communicate?
3. How powerful is communication in making societal change happen?
Lesson 2
Introduction
Why do people communicate?
Communication is part of everyone’s life; people from every walks of life communicate. They
do so to express their feelings, opinion, aspirations, dreams, fears, apprehensions or regrets in life.
Humans are creative beings, and they know how to communicate in various and creative ways
through verbal, non-verbal, linguistic or non-linguistic cues.
Specifically, people communicate to inform, evoke, entertain, argue, and persuade. These
purposes are briefly discussed below:
PURPOSES OF COMMUNICATION
1. To inform – to impart knowledge, to clarify information, and to secure understanding.
2. To evoke – means to rely on passion and controversy to make a point. Evocative communication
centers on controversial topics that typically use emotion to make a point. Evocative
communicators must show a lot of enthusiasm and concern for the topic and must use personal
experience to draw the audience. Using government research, statistics and data can all help make
their topics more believable and more engaging.
3. To entertain – to transmit a feeling of pleasure and goodwill to the audience. The communicator is
considered gracious, genial, good-natured, relaxed and demonstrates to his/her listeners the
pleasant job of speaking to them.
4. To argue – is to persuade, to assent to the plausibility of the communicator’s side of the debatable
question. The speaker’s purpose is to appeal to the intellect of his/her listeners so that they will be
convinced.
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ENG101: PURPOSIVE COMMUNICATION
College of Liberal Arts, Sciences, and Education
Prepared by: Jeric Z. Romero
5. To persuade – is to move the listeners to action. The communicator should demolish the listener’s
objection, and prove the acceptability of his/her argument or position.
Kinds of Speech According to Purpose
1. Informative Speech
According to Osborn and Osborn (1988), an informative speech gives rather than asks or takes.
The demands on the audience are low, as the listeners are asked to attend, to comprehend, to
understand, to assimilate, but not to change their beliefs and behaviors.
2. Persuasive Speech
Gronbeck (1994) explains that persuasive speaking is the process of producing oral messages
that increase personal commitment, modify beliefs, attitudes, or values.
3. Argumentative Speech
This is a speech that aims to persuade the audience to assent to the plausibility of the speaker’s
side of a debatable question.
Kinds of Speech According to Delivery
1. Read Speech – reading from a manuscript in a manner of speaking where a written speech is read
and delivered word for word.
2. Memorized Speech – This is a written speech which is mastered and delivered entirely from memory.
This kind of speech requires the speaker a considerable memory skill in order not to forget his or her
presentation.
3. Impromptu Speech – This a speech where the speaker develops his/her ideas, thoughts, and
language, at the moment of delivery.
4. Extemporaneous Speech – This is a speech where the topics or ideas are prepared beforehand;
however, the speaker will compose his or her views and language only at the moment of delivery.
OBTAINING AND DISSEMINATING INFORMATION
In today’s digital age, there are various information available from different sources. However,
not all of the information out there is reliable, relevant, authoritative, or well-researched to a specific
task you are working on. To communicate effectively, it is important to select information for its quality
and usefulness to the topic. This brings us to the discussion about sources of information: primary sources
and secondary sources. Having a clear understanding of these sources will prove useful to you in writing
papers, doing research, and other demands in school. Further, including information from these
sources other than your own ideas makes your work scholarly.
Information may come from two sources: primary sources and secondary sources. Primary
sources are documents and original artifacts from people who participated in and witnessed an actual
event in history. These can also take several forms like audio materials (memoirs, interviews, music);
images (photographs, film, fine art, videos); objects and artifacts (clothing, tools, pottery, memorabilia,
inventions); statistics (census, population statistics, weather accounts); or text (diaries, letters, legal
agreements, journals, autobiographies, laws, lectures, treaties, maps).
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ENG101: PURPOSIVE COMMUNICATION
College of Liberal Arts, Sciences, and Education
Prepared by: Jeric Z. Romero
Secondary sources, on the other hand, are documents, images, texts, and objects that are
created by someone who referenced primary sources through analysis, synthesis, interpretation and
evaluation. Examples of secondary sources are journal articles that comment on or analyze research;
textbooks; dictionaries and encyclopedias; political commentary, biographies, dissertations,
newspaper editorial, opinion columns; criticism of literature, art works, or music. Being able to identify
and gather sources as well as use information from these sources are necessary skills in research and
communication.
Obtaining information from various sources does not stop with the gathering of information. It is
also the responsibility of the researcher to critically evaluate each source of information to ensure the
use of quality information. One test to achieve this purpose is the CRAAP test. CRAAP is an acronym for
Currency, Relevance, Authority, Accuracy, and Purpose. Use the CRAAP Test to evaluate your sources.
Currency: the timeliness of the information
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When was the information published or posted?
Has the information been revised or updated?
Is the information current or out-of-date for your topic?
Are the links functional?
Relevance: the importance of the information for your needs
➢ Does the information relate to your topic or answer your question?
➢ Who is the intended audience?
➢ Is the information at an appropriate level (i.e. not too elementary or advanced for your needs)?
➢ Have you looked at a variety of sources before determining this is one you will use?
➢ Would you be comfortable using this source for a research paper?
Authority: the source of the information
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Who is the author/publisher/source/sponsor?
Are the author's credentials or organizational affiliations given?
What are the author's credentials or organizational affiliations given?
What are the author's qualifications to write on the topic?
Is there contact information, such as a publisher or e-mail address?
Does the URL reveal anything about the author or source?
o examples:
▪ .com (commercial), .edu (educational), .gov (U.S. government)
▪ .org (nonprofit organization), or
▪ .net (network)
Accuracy: the reliability, truthfulness, and correctness of the content
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Where does the information come from?
Is the information supported by evidence?
Has the information been reviewed or refereed?
Can you verify any of the information in another source or from personal knowledge?
Does the language or tone seem biased and free of emotion?
Are there spelling, grammar, or other typographical errors?
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ENG101: PURPOSIVE COMMUNICATION
College of Liberal Arts, Sciences, and Education
Prepared by: Jeric Z. Romero
Purpose: the reason the information exists
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What is the purpose of the information? to inform? teach? sell? entertain? persuade?
Do the authors/sponsors make their intentions or purpose clear?
Is the information fact? opinion? propaganda?
Does the point of view appear objective and impartial?
Are there political, ideological, cultural, religious, institutional, or personal biases?
Activity - After Reading Questions/Discussion Questions
1. In the present society and world, why is it important to filter the information that people consume?
2. How can the knowledge of communication purposes help an individual fight the proliferation of fake news
or misinformation?
Learning Tasks:
1. Online quizzes uploaded in Silid LMS
2. Extemporaneous speech
a. This activity aims to develop oral communication skills along with critical thinking through
extemporaneous speech delivery on relevant and current issues.
b. The students shall be given a pool of topics but will only pick one topic during the day of delivery.
c. The speech must be within 1-2 minutes only and reflect the concepts discussed in this module.
d. A timer accessible to the student speaker shall be provided.
e. The presentation will be graded according to the attached institutional rubrics for individual
public speaking and oral presentation.
Reflection
Discussion of reflection from the activity will be done in class/synchronous session.
References:
Lim, Jonna Marie A., Blanco-Hamada, Irene., Alata, Elen Joy P. (2019). A course module for purposive
communication. Rex Book Store. Manila, Philippines
Kurpiel,
Sarah.
(2019).
Evaluating
sources:
https://researchguides.ben.edu/source-evaluation
The
CRAAP
test.
Retrieved
from
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ENG101: PURPOSIVE COMMUNICATION
College of Liberal Arts, Sciences, and Education
Prepared by: Jeric Z. Romero
Rubrics
RUBRICS FOR PUBLIC SPEAKING AND ORAL PRESENTATION (INDIVIDUAL)
EMERGING (5)
DEVELOPING (7)
ADVANCED (10)
1. Organization
(10 points)
Ideas may not be focused or developed; the
main purpose is not clear. The introduction is
undeveloped. Main points are difficult to identify.
Transitions may be needed. There is no
conclusion or may not be clear the presentation
has concluded. Conclusion does not tie back to
the introduction. Audience cannot understand
presentation because there is no sequence of
information.
Ideas are clearly organized, developed, and
supported to achieve a purpose; the purpose is
clear. The introduction gets the attention of the
audience and clearly states the specific purpose
of the speech. Main points are clear and
organized effectively. The conclusion is satisfying
and relates back to introduction. (If the purpose of
the [presentation is to persuade, there is a clear
action step identified and an over call to action)
2. Knowledge of
the Topic
(10 points)
Student does not have grasp of information;
student cannot answer questions about the
subject. Few, if any, sources are cited. Citations
are
attributed
incorrectly.
Inaccurate,
generalized or inappropriate supporting material
may be used. Over dependence on notes may
be observed.
Main idea is evident, but the organizational
structure many need to be strengthened; ideas
may not clearly developed or always flow
smoothly and the purpose is not clearly stated.
The introduction may not be well developed.
Main points are not clear. Transitions may be
awkward. Supporting material may lack in
development The conclusion may need
additional development. Audience has difficulty
understanding the presentation because the
sequence of information is unclear.
Student has a partial grasp of the information.
Supporting material may lack in originality.
Citations are generally introduced and attributed
appropriately. Student is at ease with expected
answers to all questions but fails to elaborate.
Over dependence on notes may be observed.
3. Audience
Adaptation
(10 points)
The presenter is not able to keep the audience
engaged. The verbal or nonverbal feedback
from the audience may suggest a lack of interest
or confusion. Topic selection does not relate to
audience needs and interests.
4. Language Use
(Verbal
Effectiveness)
(10 points)
Language choices may be limited, peppered
with slang or jargon, too complex, or too dull.
Language is questionable or inappropriate for a
particular audience, occasion, or setting. Some
biased or unclear language may be used.
The delivery detracts from the message; eye
contact may be very limited; the presenter may
tend to look at the floor, mumble, speak
inaudibly, fidget, or read most of the speech;
gestures and movements may be jerky or
excessive. The delivery may appear
inconsistent with the message. Nonfluencies
(“ums”) are used excessively. Articulation and
pronunciation tend to be sloppy. Poise of
composure is lost during any distractions.
Audience members have difficulty hearing the
presentation.
5. Delivery
(Nonverbal
Effectiveness)
(10 points)
The presenter is able to keep the audience
engaged most of the time. When feedback
indicates a need for idea clarification, the
speaker makes an attempt to clarify or restate
ideas. Generally, the speaker demonstrates
audience awareness through nonverbal and
verbal behaviors. Topic selection and examples
are somewhat appropriate for the audience,
occasion, or setting. Some effort to make the
material relevant to audience needs and
interests.
Language used is mostly respectful or
inoffensive. Language is appropriate, but word
choices are not particularly vivid or precise.
The delivery generally seems effective –
however, effective use of volume, eye contact,
vocal control, etc. may not be consistent; some
hesitancy may be observed. Vocal tone, facial
expressions, clothing and other nonverbal
expressions do not detract significantly from the
message. The delivery style, tone of voice, and
clothing choices do not seem out-of-occasion.
Some use of nonfluencies are observed.
Generally, articulation and pronunciation are
clear. Most audience members can hear the
presentation.
SCORE
Student has a clear grasp of information.
Citations are introduced and attributed
appropriately and accurately. Supporting material
is original, logical and relevant. Student
demonstrates full knowledge (more than
required) by answering all class questions with
explanations and elaboration. Speaking outline or
note cards are used for reference only.
The presenter is able to effectively keep the
audience engaged. Material is modified or
clarified as needed given audience verbal and
nonverbal feedback. Nonverbal behaviors are
used to keep the audience engaged. Delivery
style is modified as needed. Topic selection and
examples are interesting and relevant for the
audience and occasion.
Language is familiar to the audience, appropriate
for the setting, and free of bias; the presenter may
“code-switch” (use different language from) when
appropriate. Language choices are vivid and
precise.
All of the presenters speak in a clear voice.
Pronunciation of terms are correct and precise so
that all audience members can hear the
presentation.
TOTAL SCORE
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