BatStateU
Purposive Communication
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BatStateU
Purposive Communication
A Module in GEd 106 – Purposive Communication
This module was developed by Dr. Kristoffer Conrad M. Tejada, Dr.
Maria Luisa A. Valdez, and Dr. Ronel M. Sapungan, all of Batangas State
University, Batangas City, Philippines, as part of the university’s transition to
flexible, alternative mode of teaching and learning.
No part of this module may be reproduced, reprinted, distributed, or
transmitted in any form or by any means without prior written permission of
the module developers or of Batangas State University, except in the case of
brief quotations embodied in critical reviews and certain other non-commercial
uses permitted by copyright law.
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Purposive Communication
TABLE OF CONTENTS
Title Page
1
Table of Contents
3
Foreword
4
Brief Description of the Module
5
Course Description and Intended Learning Outcomes
7
Model Utilized
8
Lesson 1: Communication Principles and Ethics
9
Communication and Globalization
12
Ethics in Communication
15
Lesson 2: Local and Global Communication in Multicultural Settings
20
Communication Styles
20
Varieties and Registers of Spoken and Written Language
22
Lesson 3: Evaluating Messages and Images of Different Text Types
26
The Power of Words and Images
27
Multimodality
28
Lesson 4: The Rise of New Media and Technology Aids in
Communication
Social Media Use
31
Language and the New Media
36
Communication Planning
39
Communication Strategies in Tech-based Communication
40
Lesson 5: Communication for Work Purposes
Part 1 - Oral Communication in the Workplace
41
41
Part 2 - Preparing the Cover Letter and Curriculum Vitae
46
Online interviews, physical/virtual meetings and etiquette
53
Preparing Correspondence via print or email
60
Preparing Letters and Email Messages with netiquette
64
Lesson 6: Communication for Academic Purposes
References
31
69
The Stylistic Elements of Good Academic Writing
69
Socio-political Analysis Paper
77
Position Paper
81
Research-based Documented Essay
86
94
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Foreword
The global pandemic caused by CoViD-19 in the first quarter of 2020 has
significantly disrupted the ways in which the general society operates. In the Philippines,
the whole country was placed under a State of Public Health Emergency as early as March
08, 2020, which was followed by the declaration of an Enhanced Community Quarantine
(ECQ) over the entire Luzon effective March 17, 2020. This entailed restrictions in the
movement of the general population and the temporary closure of non-essential
establishments and businesses, with very few exceptions. Despite the measures established
by the government, reinforced by magnanimous efforts of private groups and individuals,
the number of individuals with confirmed COVID-19 cases continued to rise.
This phenomenon has not only affected the economic conditions and socio-political
landscapes of countries all over the world, but has also altered the way educational
institutions deliver instruction and provide academic and administrative services. There is
a wide consensus among experts and government authorities that schools should remain
closed for students even after community quarantine protocols have relaxed, and so flexible
and alternative modes of teaching and learning have been adopted.
For these reasons, this module on Purposive Communication (PC) was developed,
guided by Memorandum Order No. 325, s.2020 by the Office of the University President of
Batangas State University. The general direction given was the continuous delivery of
instruction (1) without compromising quality and the attainment of Intended Learning
Outcomes, but (2) considering the various contexts of the faculty and students.
After a survey was conducted among faculty and students, and after consultations
with various stakeholders, the developers revised the existing PC syllabus, structured
content, and designed activities intended to engage students and facilitate meaningful
learning in a flexible learning environment. The inputs, learning activities, and assessment
tasks cover realistic scenarios that would not simply provide the professor a basis for
assigning a grade, but more importantly, give students additional opportunities to learn
through experience.
Guided by the educational theories of asynchronous learning and differentiated
instruction, this module offers guidance and direction for students to learn at their own
pace with contextualized options for receiving inputs and submitting outputs. It is hoped
that this instructional material provides sufficient support to the students in acquiring the
competencies to complete the course despite the prevailing social and economic conditions.
This is staying true to the constitutional mandate, as specified in Article XIV, Sec. 1 of the
1987 Constitution, to “protect and promote the right of all citizens to quality education at
all levels… and take appropriate steps to make education accessible to all.”
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Purposive Communication
Brief Description of the Module
This module was developed in response to the call for continuous delivery of
instruction, under the philosophy that learning should continue despite emerging
challenges under the new normal. It is based primarily on the approved revised syllabus for
Purposive Communication
The module has seven lessons:
Lesson 1 (Weeks 1-2) is about communication principles and ethics, including
the concept of globalization as the worldwide integration of humanity. It
also involves diversity and cultural sensitivity in communicating in a
highly globalized environment.
Lesson 2 (Week 3-4) includes communication in a multicultural world, focused
on the various styles of communication and the registers of spoken and
written language unique to certain cultures and in specific
circumstances.
Lessons 3 (Week 5) covers the power of words and images, and centers on the
evaluation of messages and images of different types of text. It also
introduces the concept of multimodality and how meaning is influenced
by certain semiotic features of texts.
Lesson 4 (Weeks 6-7) involves the rise of new media, as well as the various
aids and strategies for communication using technology. It provides
information, data, and statistics on social media use, and the
complexities of language use in new media. It also enumerates the steps
in effective communication planning, all of which segue to the topics on
communication for work and academic purposes.
Lesson 5 – Part 1 (Week 8) delves into the tenets and essential aspects of
communication for work purposes, and lays down real-world challenges
in professional, workplace communication and ways on how to address
these.
Midterm Exam Week (Week 9)
Lesson 5 – Part 2 (Weeks 10 - 12) is a continuation of the discussion on
workplace communication, but with focus on specific areas – from job
application to communication in the actual workplace. This includes
physical and virtual interviews and meetings, preparing
correspondences, and observing netiquette in online communication.
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Lesson 7 (Weeks 13 - 17) covers the different stylistic elements of good
academic writing, which include the overall view, language, academic
tone, academic diction, punctuation, academic conventions, evidencebased reasoning, thesis-driven, complexity, and higher order thinking,
as well as the four key areas that may help students in refining their
academic writing. The lesson also includes the guidelines in the
preparation of socio-political analysis paper, position paper, and
research-based documented essay.
Final Exam Week (Week 18)
This module presents a systematic program of study that attempts to link theory and
practice. Since some of you may have weak or intermittent connectivity, the module was
developed to be self-instructional to support offline, independent learning. In addition, this
module presents only essential materials and activities; your professor may give additional
lectures or activities from time to time.
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Course Description
Purposive Communication develops your communicative competence and enhances
your cultural and intercultural awareness through multimodal tasks. These provide you
with opportunities for communicating effectively and appropriately to a multicultural
audience in a local or global context, in a physical or virtual environment. It equips you
with tools for critical evaluation of a 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 you will gain from this course may be used in your
other academic endeavors, your chosen disciplines, and your future careers as you compose
and produce relevant oral, written, audio-visual and/or web-based output for various
purposes.
Intended Learning Outcomes
At the end of the course, you are expected to achieve the following outcomes:
ILO 1 Describe the nature, elements, and functions of verbal and non-verbal
communication in multicultural contexts, as well as the effects of global issues to
communication and the impact of using culturally appropriate terms, expressions,
and images.
ILO 2 Create clear, coherent, and effective communication materials for various academic
and work purposes, observing principles of structure, style, conventions, and proper
referencing, and utilizing the appropriate varieties of spoken and written language.
ILO 3 Adopt socio-cultural awareness, ethics, and sensitivity in the persuasive
presentation of ideas through oral, audio-visual, and/or web-based or multimodal
platforms for various audiences in local and global settings using appropriate
registers and non-verbal cues.
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Model Utilized
The developers of this module adopted Fink’s (2003) Integrated Course Design (ICD)
model to restructure your learning experience, enable you to respond at your own pace, and
engage you in the learning process. You then become co-creators of your own learning. In
addition, you are also given wider opportunities to work independently or with other
members of the class – if the existing conditions permit – in promoting learning.
The basic idea behind the ICD model is that lessons and activities are designed to be
learning-centered and learner-centered, rather than simply developing a list of topics and
then providing students with lots of information about each topic. In this model, several
aspects were considered, founded on situational factors that affect teaching and learning
activities, as well as feedback and assessment, are all anchored on desired learning goals.
The interrelationships of these elements are shown in the figure below:
Figure 1. The Integrated Course Design Model (Fink, 2003)
In the context of this module, the situational factors that were considered included
the professors’ and students’ contexts, since every situation is different under the current
circumstances; the level of internet connectivity, familiarity with and availability of online
learning platforms, the time required to cover the course based on existing guidelines, and
the nature of the course.
For the learning goals, the developers determined what you, the students, needed to
learn vis-à-vis the course’s intended learning outcomes. Only essential topics were selected,
so the identification of learning goals came hand in hand with the selection of the most
significant topics and sub-topics.
The learning activities were designed to allow you to explore and enable you to
achieve the intended learning outcomes. As discussed earlier, these consist of simple yet
meaningful and authentic tasks that could be accomplished even at home.
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The platform and manner of communication between you and your professor shall be
agreed upon at the beginning of the semester. Submission of requirements and feedback
would be given through electronic or digital means, or through other mechanisms mutually
acceptable between you and your professor. The alternative form of assessment covers
realistic scenarios that would not simply provide the professor a basis for assigning a grade,
but more importantly, give you additional opportunities to learn through experience. The
major requirements are authentic, with clear criteria and standards, so you are guided as to
what is expected of your submission.
The development of this module also adopted the principle of constructive alignment
(Biggs, 2003), which is the underlying principle that shapes both the curriculum and the
module so that the inputs, teaching-learning activities, and assessment tasks align with
the intended learning outcomes of the course.
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Purposive Communication
Lesson 1: Communication Principles and Ethics
Learning Outcomes
At the end of the lesson, you are expected to achieve the following:
1. Describe the nature, elements and functions of verbal and non-verbal communication in
various and multicultural contexts.
2. Explain how cultural and global issues affect communication, and why ethical
communication is essential.
3. Appreciate the impact of communication on society and the world.
Processes and Principles of Effective Communication
Effective communication is a key interpersonal skill and by learning how you can improve
your communication has many benefits. It sounds so simple: say what you mean. But all too often,
what you try to communicate gets lost in translation despite your best intentions. You say one
thing, the other person hears something else, and misunderstandings, frustration, and conflicts
ensue. This is very true especially in the absence of physical, face-to-face communication.
Communication is beyond simply putting words into thoughts and emotions. It is done
effectively only when information is transmitted without changing both the content and the context
of the message. Simply put, communication is the art of creating and sharing ideas for a specific
purpose. It comes in many forms:
 verbal communication, which includes the use of language, sounds, and tone of voice
 non-verbal communication, which includes body language and facial expressions
 written communication, such as through journals, emails, blogs, and text messages
 visual communication, which involves signs, symbols, pictures, graphics, and emojis
Effective communication is dependent on how rich those ideas are, and how much of those
ideas are retained in the process. In order to be an effective communicator, a number of skills have
to be utilized. Which skill one chooses greatly varies and is dictated by the situation, the content or
the actual information a person needs or wants to convey, and the intended recipient of that
information.
DID YOU KNOW? Almost 91% of professionals from the world’s top 300 multinational
companies said that communicating in English is important for work success, but only
7% of them indicate that their current level of English is sufficient for their jobs. This is
based on “The Globalization of English” research study conducted by the McKinsey
Global Institute.
Audience Analysis
A key element in effective communication is audience analysis. “Audience” here does not only
refer to the people listening to you in a public speech. Rather, it refers to anyone who is expected to
receive the message you are sending. Knowing the audience, understanding their level and how they
need to receive the information – also known as skills on audience analysis – are extremely
important in “packaging” the message and sending it across. Audience analysis is therefore one skill
an effective communicator must have. It is imperative that you find out who the audience is – who
will actually receive your ‘message’ – and what they need to know. Only in doing so can you properly
adjust all the other elements of communication, such as your words or registers, your tone, and your
expressions.
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Another aspect that needs consideration in analyzing the audience is identifying and trying
to overcome possible communication barriers. These are not confined to physical noise (cars passing
by, someone pounding on the table) and physiological issues (an upset stomach), but could also
include cultural difference, varying levels of expectations and experiences, and difference in
perspectives and communication styles.
Anyone might experience
one or all of these barriers at
any given circumstance, and
that such barriers exist has to
be recognized so that anyone
who is trying to communicate
can adjust and apply the proper
tools and strategies to remove
those barriers that prevent the
message from getting across.
Principles of Effective Communication
Effective communication requires a certain level of connection between and among people,
allowing a series of exchanges of thoughts and emotions, eventually leading to mutual
understanding. In order for that to happen, the following principles must be observed.
Clarity. This pertains to both the message and the purpose why the message has to be sent. The
message should be clear by using appropriate language and communication channels, but
equally important is that the reason for sending and receiving the message must be
understood by both sender and receiver.
Conciseness. The message should be as brief as may be required depending on one’s purpose,
especially in most modern contexts in the business and academic fields where time is of the
essence. It should be devoid of trivial details that would hinder communication.
Completeness. Despite its conciseness, the message should still be complete and accurate. Whenever
necessary, background information should be given to provide better context; facts and
observations may also be helpful.
Organization. Effective communication is usually planned in order to ensure the systematic flow of
ideas and transition from one point to another. There are instances, however, when
communication is impromptu, but this should not be an excuse for an organized
presentation of ideas.
Empathy. The sender of the message should be sensitive to the needs and interests of the receiver.
In case of face-to-face communication, the speaker must always be conscious of the reaction
of the listener and adjust his/her communication strategy accordingly.
Flexibility. Different people have different communication styles, and consequently, different
expectations. Effective communicators know how to adapt to the varying needs and
expectations of their audience, and modify the message or the way the message is sent to
avoid misunderstanding or misinterpretation.
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COMMUNICATION AND GLOBALIZATION
Motive Question: The world has shrunk into a global village, but have we become more of ‘neighbors’
or more of strangers to each other?
The notion of the world being a global village has been a hot topic ever since the idea was
brought up, especially in light of the rapid advances in technology and digitization. Globalization
has been regarded as the key to the worldwide integration of humanity, where there is an increased
economic, political and cultural integration and interdependence of diverse cultures. In Southeast
Asia, for example, the ASEAN Integration has been a buzzword among social communities, opening
a wide array of discussion for future collaborations.
For our part, we Filipinos have increased our awareness and acceptance of the notion that we
belong to a diverse, global community. This is not confined to communication with people from other
countries, but is inclusive of communication within our own societies, even with the minorities and
the indigenous peoples. It is therefore imperative that WE learn to communicate effectively with
people regardless of age, gender, race, ability, religion, sexual orientation, income, marital status, or
ethnicity.
Communication in the modern world
must be anchored on the concept of diversity,
since effective communication and the ability
to understand cultural differences are skills
that have become requisites not only for a
meaningful social life but also for a successful
professional career.
Even professionals from the countries
that are traditionally known for sticking to
their native tongue (e.g. Japan, Korea,
Vietnam) have started to learn English, as the
internationally-recognized lingua franca, with
the concept that learning English does not make
them less Japanese, Koreans, or Viets.
theconversation.com/socialdiversity
In addition, digital technology has erased territorial boundaries among countries and among
people with varying cultures. The notion of being a ‘stranger’ has been revolutionized as the people
whom we used to treat as strangers are now our co-workers, classmates or friends – albeit some only
in social media.
Hence, there is a need to develop graduates and professionals who are multiculturalists –
those who are engaged with and respectful of people with different cultures. These are not
necessarily people from other countries all the time, since a country may have varying sub-cultures
among its general society. In the Philippines, for example, there is no argument that people from
Southern Tagalog have a different culture from the Bicolanos, and those from Zamboanga have
different norms and beliefs from the Ilocanos.
FORMATIVE ASSESSMENT
Are you ready to communicate in a global and multicultural environment? Assess your
readiness to communicate effectively with people having different cultures. Simply write True or
False after each statement.
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1. I enjoy communicating with persons who are like me in terms of interests and with
the same socio-economic status, as much as I enjoy communicating those who are not
‘like’ me. __________
2. I am equally sensitive to the concerns of all groups of society, and I genuinely care to
the plight and issues surrounding them. __________
3. I can tell when persons with different cultures do not understand me or are confused
by my actions. __________
4. I am not afraid of interacting with members of minority groups nor with members of a
dominant culture. __________
5. Persons from other cultures who do not actively participate in a conversation, debate
or any form of discussion act that way probably because of their culture’s rules.
__________
6. Persons from other cultures have the right to be angry at members of my own culture.
__________
7. How I handle conflict or disagreements with persons from other cultures depends on
the situation and on the culture they are from. __________
8. My culture is not superior to other cultures. __________
9. I am knowledgeable of how to behave when communicating or interacting with people
having different cultures. __________
10. I respect the communication rules of cultures other than my own. __________
Discuss your answers with your professor or your classmates.
The greater the number of statements that are honestly true to you, the more prepared you
are to welcome the opportunity of communicating and interacting with people from different
cultures. This is a very important aspect in one’s personal life or professional careers, since avoiding
intercultural communication is virtually inevitable in any organization.
This is especially true in business organizations, when products can go global and the
manner by which any product is communicated to the global market can make or break the brand.
Here are a few examples of business miscommunication in a global setting:

In the past, Gerber dealt with issues in some cultures where women
have low literacy rates such as Africa and the Middle East. The
women in these cultures generally use pictures to tell them what food
they are buying. When Gerber started selling their product in these
countries, the women saw the picture of the baby and believed that
there was a baby or part of one baby in the jar.
Irish Mist is a brown whiskey produced in Dublin, Ireland. In Germany,
however, “Mist” literally translates to “crap”.

Joni (read as “Yoni”) is a brand of skin product. However, Yoni
means ‘uterus’ or ‘vagina’ in Sanskrit, and is an Indian
representation of female genitalia, especially pertaining to the
Hindu goddess Shakti.
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Undoubtedly, globalization has affected the way people and companies communicate with
each other. In some cases, cultural differences have accentuated cultural insensitivity, which is
most felt in the business world. Since everyone is a consumer of particular business products, it is
important to know the issues, etiquette, protocol, communication styles and negotiation approaches
of people from different cultures using the business experience as example. Here are some instances
when lack of cultural or linguistic sensitivity in global communication severely affected companies
or products.

McDonald’s spent thousands on a new TV ad to target the Chinese
consumers. This featured a Chinese man kneeling before a
McDonald’s vendor and begging him to accept his expired discount
coupon. The ad caused uproar over the fact that begging is
considered a shameful act in Chinese culture.

Similarly, McDonald’s also unintentionally offended thousands of Muslims when it
printed an excerpt from the Koran on its throwaway (take-out) hamburger bags.
Muslims saw this as sacrilegious.
 Some staff at the African port of Stevadores saw the supposedly
internationally-recognized symbol for “fragile” (i.e. broken wine glass). Since
in their culture, they treat the pictures printed on packages to be
representation of what’s inside, they thought it was a box of broken glasses
and threw all the boxes into the sea.

The film “Hollywood Buddha” caused outrage and protest on the streets of Sri Lanka,
Malaysia and Myanmar (Burma) when the designer of the film’s poster decided to
show the lead actor sitting on the Buddha’s head, which is an act of clear degradation
against something holy.

Coors (beer) once had its slogan “Turn it loose.” translated to Spanish, but it became
to mean “Suffer from diarrhea.”
All of these examples are predominantly business-related, where companies failed to regard
cultural differences in packaging and communicating their product to the global market. However,
the cost of cultural insensitivity in global communication can be felt in everyday communication, as
cultural misunderstandings often lead to misinterpretation and unnecessary tension between
people. Here are some examples demonstrating this in a global setting:

Showing the sole of a shoe (by crossing one’s legs and pointing one’s shoes to the
speaker, for example) means nothing to observers in most Western and Asian
countries. In Muslim cultures (such as Saudi Arabia), however, the gesture is
perceived as insulting. Similarly, crossing one’s legs while seated is customary for
Westerners, but this is a social faux pas in Korea.

Blinking rapidly while another person is talking is normal for most people, especially
during tense situations. For Taiwanese, this is considered impolite.

The Japanese view the business card as an extension of their body, while Americans
view it simply as a business formality. Hence, when Japanese hand over their
business cards with two hands and with great care, they get insulted when the person
receiving just put it away with haste.
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These are just some of the instances when miscommunication and misunderstanding can
happen as a result of cultural ignorance and insensitivity in the global environment. In order to
develop more meaningful relationships and establish productive interaction with people having
different cultures, everyone should recognize and respond to such differences and nuances. In
addition, people have to be mindful that not everyone from the same culture exhibits the same
characteristics and habits in communication, so sensitivity is key to any successful communicative
situation.
In communicating in a highly global environment, the challenge that faces everyone is to
learn to understand, accept, and address cultural – and communication – differences.
ETHICS IN COMMUNICATION
Effective communication is ethical communication. Communication is ethical only when it is
genuine, open, cooperative and sensitive to one’s cultural and social beliefs and practices. If there is
an intent to conceal the truth, or bring damage to any organization, group or individual person,
communication is considered unethical. Even in situations when there is no intent to harm, but
damage to a certain group is inevitable because of the message or the channel used to relay the
message, it is still considered unethical.
SIMPLE ACTIVITY: Reflective Analysis
Analyze the following print advertisements and determine if these are ethical or not.
Consider the following guide questions in your analysis.
1. What is the message of the ad?
2. How is the message underscored? What semiotics are used (text? images? others?)
3. Is there any individual or group that may be offended by the ad?
4. Is there another way of presenting or delivering the message?
5. Do you think the ad is ethical?
Reflective Analysis. Briefly explain
your assessment of the ad, with focus
on the five questions.
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
thesocietypages.org
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Did you notice the placement of the “before” and “after” texts? Did you notice that the
“before” text was right under the colored woman, while the brown-skinned model is at the middle,
and the fair-skinned woman is at the far right, below the text “’after”? How does this relate to the
product tagline, “Visibly more beautiful skin…”?
Can you relate this with the popular yet stereotypical Filipino belief that “white is beautiful”
hence the proliferation of whitening products, such as soap and lotion?
Try to reflect on this next advertisement, which was found to be sexist by most observers:
Reflective Analysis. Briefly explain
your assessment of the ad, with focus
on the five questions in the previous
page.
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
ibtimes.co.uk/bodyshamingadverts
__________________________________
PERFORMANCE TASK
Do you know other print or television advertisements that are non-ethical because they are
discriminatory, stereotypical, and/or sexist?
Spot these ads in magazines, newspapers, social media networks, Youtube, or any other
platform. Share these in class and discuss:
a. why you think the ad is unethical;
b. how it could possibly be received by certain groups; and
b. what could be a better way of presenting the ad.
Take note of the following rubric in assessing your response:
Content (4 pts.): Your material is spot-on and obviously well-researched.
Reasoning (4 pts.): Your line of reasoning is logical and justified.
Organization of Ideas (2 pts.): Your ideas are well-presented and highly organized.
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How Past Experience and Prejudice Affect Communication
Most people bring their past experiences into a communication situation. Sometimes, they
pitch in existing information because they learned in the past that adding information makes the
communication more successful. There are times when they do not contribute anything because of a
possible past experience when their inputs were not considered or valued. In any case, people enter
into a communicative situation with certain expectations, and they behave or react accordingly.
Past experiences inevitably affect people’s communication styles in the future. When their
audience responded positively to their message, chances of them repeating the same style are
relatively high. However, when they were turned down or given negative feedback, this will
definitely influence how they deliver the message next time.
Past Experience
Your parents reacted negatively when you
opened up about your interest for a certain
craft.
Your colleague has forgotten some very
important information many times in the past.
A subordinate in a group that you lead
disagreed twice in your suggestions.
Effect to Communication
You hesitate to discuss the topic with them
despite your rich potential to that craft.
You give him/her reminders every now and then
to avoid messing up again.
You don’t ask for your subordinate’s opinion
anymore, even if he might agree with you this
time.
Your professor ignored your inputs last session.
You don’t provide inputs in class anymore.
Your teammates reacted positively to your
strategy.
You use the same strategy in a similar
situation.
Prejudice, on the other hand, when people take their past experiences and make certain
assumptions that the same experience will happen with the same people, given the same context.
Prejudices may be attributed to culture or personal preferences. Not all prejudices have a negative
characteristic, as a person might consider all members of a group to be smart even without meeting
them individually. It must be noted, however, that effective communicators should avoid prejudice
because it influences the communication process even before it begins.
FORMATIVE ASSESSMENT
To have an idea how this happens, complete the phrases below, and discuss it in class. If you
don’t have sufficient personal experience to complete a phrase, think of a possible stereotype you
might have heard from someone:








Old teachers in school are…
Male professors who speak good English are…
The athletes and performers in school usually…
Most supervisors in multinational companies are…
The lowest form of job in the workplace is…
Working with homosexuals usually…
Muslims, Buddhists, or people with other beliefs are…
Disabled people in the workplace should…
Prejudices happen when people isolate an experience with one “type” of person or one group
of people, then behave as if all encounters with people of the same “type”, or at least with the same
characteristics, will lead to the same experience. This eliminates a people’s personal identity and
individuality. There can be prejudice as regards to age, gender orientation, religious belief, race,
social-economic status, and physical conditions. Effective communicators view people as separate
from any preconceived notions others may have about them. They see the value of the individual as
a person of worth, and thus will respect that individuality.
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Showing commitment and genuine interest
A key component of ethical communication is showing commitment in the communicative
situation. Being committed means giving sufficient time and resources to any discussion or
conversation, and being open about any issue that may arise. Commitment also involves
volunteering important information, even if it puts a person’s own short-term interests at risk, as
long as it is for the benefit of the majority especially in the long run. Encouraging a communicative
environment of trust can go a long way in promoting ethical communication in any academic or
business setting.
“Naval Language” or The Belly Button Psyche
It is clear that the two major elements affecting ethical communication are the use of words
or language, and one’s behavior or body language. The second element – body language – may be
enhanced through the ‘Belly Button Psyche’, or the belly button rule, which is believed to
communicate true interest while engaging in face-to-face communication.
The origin of this “rule” dates back to the 1930s and since then, numerous scientists and
body language experts have honed the theory. Most notably, Dr. Albert Mehrabian, professor of
Psychology at UCLA said that the belly button rule is the most important indicator of reading a
person’s intention. Simply put, the belly button rule means the direction of a person’s navel reflects
his/her true interest. Here is a basic explanation of the rule:
luscumaperi.wordpress.com/behavioral science/newbodylanguage
When people are interested in you and what you have to say, they will point their belly
button squarely at you as you talk. That shows they are engaged and they are focused on what you
have to say. Although we do this without thinking, the fact is that we can consider this rule when
we are having conversations with people who are special to us.
If you are uncomfortable with a conversation and you may have to discuss something that is
not easy to discuss, start with sitting the listener in a way where your belly button is pointing
directly toward theirs. This shows you are focused on talking to them, and even though they may
not be aware, the listener will at least begin by being focused on you, as their body language and
attention is directed toward you. When we work to put our focus on listening and valuing what the
other person has to say, then secondly getting our message across, we can take big steps in a short
amount of time at building better communication.
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PERFORMANCE TASK: NAVAL LANGUAGE
Who among the people in the picture show more commitment and interest in the
conversation or discussion? Briefly discuss your answer using the belly button rule.
http://www.theprojectbox.us/2010/07/body-language-you-say-more-than-you-think/
_____________________________________________________________________________________________
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_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Your answer will be assessed using the following rubric:
Content (4 pts.): Your answer demonstrates accurate and deep understanding of the concept.
Reasoning (4 pts.): Your line of reasoning is logical and justified.
Organization of Ideas (2 pts.): Your ideas are well-presented and highly organized.
Respecting socio-cultural beliefs and practices of others
The concept of globalization is not new, but people somehow fail to realize that this is not
confined to technology or bridging the world and making it a virtual community. Globalization also
entails changing the way people communicate to others, especially those with different norms,
cultures and belief systems. This involves all types of communication, whether face-to-face, chatting
via email, or using various forms of mass media, such as the two ads shown on pages 16 and 17.
It is hoped that in the previous activity with the advertisements, you were able to identify
how both ads put women in a bad light, in a state where they are objectified – that they are
beautiful only when they have fair skin or an ‘hourglass’ body. Ethical communication requires
people to respect socio-cultural beliefs and practices of others, while at the same time avoiding all
kinds of stereotypes.
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Lesson 2: Local and Global Communication in Multicultural Settings
Learning Outcomes
At the end of the lesson, you are expected to achieve the following:
1.
2.
3.
4.
Describe the styles in communication considering various multicultural settings.
Determine varieties and registers of spoken and written language.
Adopt cultural an intercultural awareness and sensitivity in communicating ideas.
Develop a sense of appreciation on the richness and diversity of registers used in written and
spoken communication.
COMMUNICATION STYLES IN VARIOUS MULTICULTURAL CONTEXTS
As mentioned in Lesson 1, each person has a unique style of communicating, which may
depend not only on his/her linguistic ability but also on his/her cultural and social context. Some are
outspoken; some are more quiet yet on point. Some always seem formal, while some have a lot of
introduction before getting to the main point. Communication style refers to the choices people
make and the strategies or tools they use in the process of communication. A style may sometimes
depend on the demands of the communicative situation, as well as on the needs and requirements of
the target recipients of the information.
Each style has two dimensions: the (1) assertiveness level and the (2) emotiveness level,
which is shown in the Communication Styles Matrix below.
The Communication Styles Matrix
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The model, developed by Dr. Eileen M. Russo, shows four different communication styles
(direct, spirited, systematic and considerate), categorized further into two different dimensions
(level of assertiveness and level of expressiveness). All of these must be considered because people
with different cultural contexts tend to have varying levels and styles of communication.
People who are categorized within the assertive communication level tend to tell or instruct
others what to do and sometimes even how to do it, while the less assertive styles usually tend to be
on the receiving end, often asking for guidance, instructions or directions. On the other hand, people
who fall under the expressive level usually show their real feelings and emotions through facial
expressions, tone of voice, or language use. The less expressive ones tend to either hide their
feelings or exert some effort for these feelings not to show.
The combination of these levels result to the basic communication styles:
Spirited
Considerate
Direct
Systematic
= High Expressiveness + High Assertiveness
= High Expressiveness + Low Assertiveness
= Low Expressiveness + High Assertiveness
= Low Expressiveness + Low Assertiveness
Tips for People with a Spirited Communication Style
1. Respect decisions and agenda that have been agreed upon, as well as time limits
during meetings or any communicative situation.
2. Try to limit your sharing of personal anecdotes that may take the discussion off-topic.
3. Make sure you are allowing others to contribute their ideas and suggestions – and
that you are genuinely listening to them.
4. Be certain that any request you make is clear and that you convey the reason for such
request.
5. Communicate your appreciation for others’ work and input.
Tips for People with a Considerate Communication Style
1. Recognize that other people’s opinions about a topic are separate from their opinions
about you.
2. Realize that not everyone is comfortable discussing personal topics with colleagues.
3. Allow others to open personal matters before asking questions of that nature.
4. Respect your own opinion as you respect that of others’.
5. Recognize that you don’t have to be friends with everyone, but you should treat others
– and be treated – professionally.
Tips for People with a Direct Communication Style
1. Make an effort to listen carefully to others. Avoid interrupting.
2. Allow time for ‘chatting’ at the beginning of a meeting.
3. Recognize that others may also feel the need to express themselves.
4. Recognize that brainstorming can be effective and is not a waste of time.
5. Take some time to show your appreciation for others’ contributions.
Tips for People with a Systematic Communication Style
1. Recognize that for good working relationships, consideration for others’ feelings is
important.
2. Learn to ask qualifying questions that will help you get the information you need.
3. Make sure you understand the background of the discussion or scope of the
conversation so no time is wasted.
4. Politely ask other questions about themselves if you want to build rapport.
5. If you need to ask for more time to know, analyze or discuss something, explain the
benefit of the information you need to know.
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VARIETIES AND REGISTERS OF SPOKEN AND WRITTEN LANGUAGE
In a multicultural society, people must use culturally-appropriate terms, gestures,
expressions and images in any communicative situation.
The ‘I Love You’ Map
Language Varieties
Also called “lects”, these refer to the different variants of a language that can be sufficiently
delimited from one another in terms of social, historical, or geo-spatial factors, thus forming
language clusters.
In addition, language varieties may also be grouped in the following classifications:
a. Pidgin. It refers to a new language that develops into situations where speakers of
different languages need to communicate but do not share a common language. Examples
are Chavacano in the Philippines and Bislama, a language spoken in Vanuatu.
b. Creole. It is a pidgin that becomes the first language of the children, or the mother
tongue of a certain community. Examples are the Gullah and the Patwa, is a creole in
Jamaica.
c. Regional Dialect. It is not a language that is not distinct from a national language, but
rather a variety of a language spoken in a particular area of a country. Examples are as
Cebuano, Waray, Ilocano, and Hiligaynon in the Philippines.
d. Minority Dialect. This is a variety used as a marker of identity, usually alongside a
standard variety, by the members of a particular minority ethnic group. Examples are
the Sinama of the Badjaos in the Philippines and the London-Jamaican variety in
Britain.
e. Indigenized Varieties. These are spoken mainly as second languages in former colonies
with multilingual populations. A classic example is Singlish (or Singaporean English).
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POINT FOR DISCUSSION
How do you classify the ‘conyo’ language in the
Philippines? What do you think are the unique
characteristics of this language variety? How do you
feel about people using this variety?
Discuss your answers in class.
https://www.eaglenews.ph/taglish-or-mother-tongue/
Language Registers
A language register is characterized by the way a speaker uses language differently in
different social circumstances. These are determined by such factors as social atmosphere, purpose
of communication, audience, and the general context of the discourse.
Generally, language registers can be classified as (1) formal, (2) casual, (3) intimate, (4)
frozen, and (5) consultative.
a. Formal. These registers are used in professional, academic, or legal settings where
communication is expected to be respectful, uninterrupted, and restrained to specific
rules. Slang is never used and contractions are rare. Examples are registers used in
research paper, government documents, business letters, and in business presentations.
b. Casual. These registers are used when communicating with friends, close acquaintances,
colleagues, and family members. These are used in birthday parties or family
gatherings.
c. Intimate. Intimate language registers are reserved for special occasions, usually
between only two people and often in private. Examples are an inside joke between two
high school friends or sweet nothings whispered to your “special someone.”
d. Frozen. It refers to historic language that is intended to remain unchanged. Examples
are the registers used in the Philippine Constitution and the Holy Bible.
e. Consultative. It is used in conversations when people are speaking with someone who
has specialized knowledge or is offering advice. Tone is often respectful, such as the use
of honorifics or courtesy titles, but may be more casual if the relationship between or
among the communicators is friendly. Examples are registers used in local television
broadcast or in a conversation with a doctor during medical examination.
Language registers can also be classified as Formal, Informal, or Neutral. Formal language
registers are appropriate for professional situations, such as when speaking to a supervisor or
writing an invitation letter. Informal language registers, on the other hand, are conversational and
appropriate when speaking or writing to a friend or to someone you know quite well.
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The use of one or a combination of these registers highly depends on the audience (person/s
for whom the message is intended) and the context (nature of the communicative situation). Using
the proper registers show respect, interest, and a certain level of professionalism, hence enhancing
harmonious personal and professional relationships. These are also used in writing short notes,
personal journals, or diaries. Lastly, neutral language registers are non-emotional and laden with
facts. These are most appropriate for research or technical writing.
FORMATIVE ASSESSMENT
Most cultures experience evolutions in the use of registers or words in both formal and
informal settings. In the Philippines, for example, some linguistic phenomena have taken the
country by storm, affecting the way people communicate with each other. This is briefly explained in
the excerpt below.
The modern generation has ushered a new era of language users who have consistently challenged
the traditionally accepted, conventional notions on linguistic structures and grammar. Truly, language has
inevitably evolved with the influence both of social sub-groups and of language theorists who somehow
“create” their own rules on grammar and syntax. This is evident in most societies, and is very much
apparent in the Philippine context.
One obvious example is the use of a different set of words, meanings and sentence structures by the
members of various sectors of society. It was only in the first few years of the 21st century when terms such
as ‘chugbak’ (die/death), ‘keber’ (do not care), ‘eklavu’ (false, lie) and many more were introduced in the
Philippine working vocabulary. Although the formal inclusion of such words to the corpus of Filipino
language is still doubtful, it would not be surprising if in the future, these linguistic structures are printed
on Filipino dictionaries, as these are continuously being used in the streets, in the mass media, and in many
social circles. Their use and predominance are probably inescapable, even when some purists and
conservatives are not keen to using such language.
In the past, one of the strongest and creative linguistic features that emerged in the Philippines is
word reversal, where people reverse the way words are uttered. It originally intended to be a convenient
way to hide meanings within a clique or social circle, as if it were a code, but its massive popularity
prompted its proliferation. Primary examples are “repapips” (pare, or friends), “ermats” (mater, or
mother), “erpats” (pater or father), “yeko” (okey or okay), “yosi” (first and last syllable of ‘SIgarilYO’ or
cigarette), and many more. This was a linguistic phenomenon in the Philippines in the early 80s up to the
late 90s, and has seen a recurrence in late 2016, with terms such as “lodi” (idol) and “petmalu” (malupit,
or tremendous) taking the entire country by storm.
(an excerpt from the academic paper “Modern Linguistic Phenomena in the Philippines” by Tejada, K.
2017)
What do you think is the next linguistic phenomenon that will evolve in the Philippines?
Why do you say so
Improving one’s Ability in Communicating in a Multicultural Setting
Everything should start with a personal desire and strong conviction to relate more
effectively with persons having different cultural backgrounds. This will not only create positive
personal relationships, but also open more opportunities for professional growth. Limiting one’s
reliance on preconceived notions and established stereotypes is also a major leap towards effective
intercultural communication.
The following specific guidelines can enhance your ability to handle situations involving
intercultural communication, and better prepare yourself to meet the communication challenges in
an increasingly global environment.
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Refrain from forming expectations based solely on your culture. Knowing and accepting the
validity of cultural differences are key in communicating with people having diverse
communication styles. Being an effective communicator requires allowing yourself to be
immersed in the multicultural society and embracing diversity.

Remove personal biases or any stereotype that may impede understanding. You do not want
to be at the receiving end of a biased judgment, right? You don’t want people avoiding you
just because of how they see other members of your group or culture. Determine how much
your family, friends and colleagues have ‘dictated’ how you view or feel about other people or
other groups, and identify which among these pre-judgments are stereotypes that can
damage relationships.

Make a personal commitment to develop communication skills appropriate in multicultural
settings. Your ability to develop intercultural communication skills largely depends on how
many – and how much – of these promises you are willing to make:
o
I will make a commitment to seek information from persons whose cultures are
different from my own.
o
I will try to understand how the experiences of persons from different cultures leads
them to develop perspectives that differ from mine.
o
I will pay attention to the situation and the context when I communicate with persons
from different cultures.
o
I will make every effort to become a more flexible communicator.
o
I will not insist that persons from other cultures should communicate with me on my
terms.
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Lesson 3: Evaluating Messages and Images of Different Text Types
Learning Outcomes
At the end of the lesson, you are expected to achieve the following:
1. Evaluate multimodal texts critically to enhance receptive skills (i.e. listening, reading,
viewing).
2. Convey ideas through oral, audio-visual and/or web-based presentations for different target
audiences in local and global settings using appropriate registers.
3. Adopt awareness of audience and context in presenting ideas.
EVALUATING MESSAGES AND/OR IMAGES OF DIFFERENT TYPES OF TEXTS REFLECTING
DIFFERENT CULTURES
As discussed in Lesson 1, the advancements in digital technology paved the way to
innovative modes and platforms of communication. The massive and rapid developments in digital
communications ushered in a new era of communication that does not simply rely on words, but also
on images and other semiotics of the channel used to convey the message.
The effects of cultural and global issues to communication were highlighted in previous
discussions, as well as the impact of effective communication to society and the world. This has
highlighted the importance of exploring the concept of World Englishes, or as defined by CelceMurcia (2014), the regionally distinct varieties of English that have arisen in parts of the world
where there is a long and often colonial history of English being used in education, commerce and
government.
There is no debate that the English language has become the most widely used language for
most purposes of communication in international diplomacy, business, science, education and
entertainment. Over time, this widespread use of English – spoken side by side with local languages
– has given rise to local varieties of English with their own standards. Examples of World Englishes
are Indian English, West African English, Singapore English, and Filipino English.
One major issue that has been raised with respect to these established varieties is that they
are often not fully intelligible to users of other varieties of English. For example, a Filipino ordering
food in a restaurant in Singapore for the first time would be confused when he is asked, “Having
here, or take away?” because in the Philippines, they are more accustomed to “Dine in, or take out?”
Kirkpatrick (2007) proposes a scale with two extremes that characterize this problem:
Extreme 1: The goal of national or regional identity. People use a regional variety of English
with its specific grammar, structure and vocabulary to affirm their own national or ethnic
identity (e.g. Only Filipinos use the terms “senatoriable”, “congressman”, “chancing”, and
“bedspacer”, among others, and use these when communicating with other Filipinos).
Extreme 2: The goal of intelligibility. Users of a regional variety should ideally still be
readily understood by users of English everywhere else in the world to fully participate in the
use of English as an international language (e.g. Users of Filipino English have to
understand that they have to use “bin” instead of “trash can” or “lift” instead of “elevator”
when in a country using British English).
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The challenge is to find a good balance between the identity-intelligibility extremes. Hence,
speakers of the English language may resort to code-switching (i.e., using English and another
language in the same statement). For example, Filipinos may use a strongly local version of Filipino
English to communicate with fellow Filipinos using English as medium, but they should use a
weaker and more formal version when communicating with users of other varieties of English,
especially when international intelligibility is necessary.
The Power of Words and Images
Look at the illustration on international arrivals below. Answer the five key questions that
follow.
Five Key Questions:
1.
2.
3.
4.
5.
What is the message?
What is the purpose of the message?
How is the message conveyed (by the text and/or image)?
Who is the target audience of the message?
What other ways of presenting the message are there?
Before effectively engaging in multicultural communication, people have to be ready and
knowledgeable for situations such as the one demonstrated in the illustration. If anything
unplanned or unanticipated comes up, there must be alternative ways of communicating the same
message without being offensive.
The illustration above sends a relatively vivid and powerful message not just through the use of
a careful juxtaposition of text and illustration, but also because of the other semiotics or elements
such as color combinations. This is called a multimodal presentation.
Multimodality
Multimodality is a fairly new concept in the general academic setting, but can be a very
powerful tool in light of digital and multicultural communication. A text or output is considered
multimodal if it uses two or more communication modes to make meaning. It shows different ways
of knowledge representations and meaning-making, and investigates contributions of semiotic
resources (language, gestures, images) that are co-deployed across various modalities (visual, aural,
somatic, etc.). Most importantly, multimodality highlights the significance of interaction and
integration in constructing a coherent text
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A multimodal text can either be one of the following:
 Paper (books, comics, posters, brochures)
 Digital (slide presentations, blogs, web pages, social media, animation, film, video
games
 Live (performance or an event)
 Transmedia (A story is told using multiple delivery channels through a combination of
platforms, such as comics, film, and video games all working as part of the same story
with the same message.)
The creation of multimodal texts and outputs requires a creative design concept that
orchestrates the purposive combination of text, color, photo, sound, spatial design, language,
gestures, animations and other semiotics, all with the unitary goal of bringing meaning to life.
SIMPLE ACTIVITY
In class, discuss how the following multimodal texts are not effective in delivering the
intended message, or how an incorrect use of a semiotic feature changes the meaning of the text.
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The following are examples of posters that showcase good multimodality.
This is a poster entitled “Run for Rio”, a
run-for-a-cause event organized for the benefit of
the Philippine International Volunteers for the
2013 World Youth Day which was held in Rio de
Janeiro Brazil.
The inclusion of the multi-colored bird, the
official mascot of that year’s World Youth Day, is
crucial in juxtaposing it with the actual text on top
of the photo. Since Blue is used as the poster’s
dominant color, the multi-colored symbol is
highlighted that even if the onlooker fails to read
the text, the purpose of the event will still be
obvious.
The same reason goes with the use of the
silhouette of a man running (suggestive of the
nature of the event) and the Christ the Redeemer
statue on top of mountain (the symbolic
representation of Rio de Janeiro.)
The use of Red in the text for the amount
aand the running distance puts attention to the
event details without overshadowing the other
details. The inclusion of the biblical quote and the
cross also add to the religious motive of the event,
thus making it coherent.
https://runforrio.wordpress.com/
The poster is titled “Concert for Kids”, which
is fund-raising concert for the New Jersey (NJ) Kids
Foundation in the U.S.
The dominant photo is that of a guitar,
suggesting the music-inclined nature of the event.
The use of candies is suggestive of the concert’s
beneficiaries, who are kids with special needs. The
use of various colors adds to the notion on the
playful nature of kids.
The font used is also playful rather than
sharp, and the dominant color of light blue is light
on the eyes, as well as the other color palettes used
in the poster.
Both posters, Run for Rio and Concert for
Kids, demonstrate purposive use of semiotics to
forward a specific message. These are successful in
meaning making through the interplay of various
elements.
http://do512.com/events/2016/10/8/hush-hush-music-bash
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In creating a multimodal text, the Purpose, Audience, Context must all be considered.

As to purpose, the creator of the text must be clear on the message and the reason(s)
why the message has to be delivered.

As to audience, the nature, interests and sensitivities of the target audience must be
considered so the text will not be offensive and hurt people’s sensibilities.

As to context, the message should be clearly delivered through various semiotic
resources, and in consideration of the various situations where and how the text will
be read by different people having different cultural backgrounds.
FORMATIVE ASSESSMENT
Evaluate the message or themes/ sub-themes of any of the following advertisements
by Ligo, a local brand of sardines in the Philippines. Discuss how the semiotic features (text,
photo, color, etc.) affect the message – both superficial and subliminal – in the context of the
COVID-19 pandemic in the country. Do not forget to answer the five key questions posed on
page 27.
Reflective Analysis. Briefly explain
your assessment of one of these Ligo
ads, with focus on how the semiotic
features add to the message.
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
In class, you may have an interactive discussion of your answers. You may also look for other
real-world, multimodal texts and how the semiotic features provide more meaning and purpose to
the intended message.
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Lesson 4: The Rise of New Media and Technology Aids in Communication
Learning Outcomes
At the end of the lesson, you are expected to achieve the following:
1. Identify the proper strategies in communication using social media and other advancements
in technology.
2. Evaluate language in new media and adopt an awareness of proper use of language in these
media platforms.
3. Develop an appreciation on the importance of proper communication planning.
SOCIAL MEDIA USE
Social media has undoubtedly altered
the world operates. The rapid and vast
adoption of new media platforms have changed
the way people relate and communicate with
each other in the social, economic, and political
arenas.
Though there are minor social media
platforms available since the 90s, the social
media that we know today – the one with
millions of active and interactive users started with MySpace in 2004, when it reached
a million active users. Since then, other sites
started mushrooming, and people began
getting hooked to these new media.
Some media platforms have been so popular that the number of users rise at such an
exponential rate. TikTok, for example, became such a craze in 2020 during the COVID-19 pandemic,
when people were mostly at home and thus have “nothing to do” because of the worldwide call to
“Stay Home”. It was launched in 2016, and had half a billion users by 2018. This number even got
higher in mid-2020, with over 800 million active users within that time span.
However, not all social media platforms last. For example, in 2008, Hi5, MySpace, and
Friendster were close competitors to the social media giant, Facebook. In 2012, all three had
virtually disappeared as shown by very poor performance of market shares. Interestingly, the social
media platforms that survived did so because of their continuous evolution and response to the
needs and interests of its users.
For example, Twitter used to disallow the uploading of videos or images, but because of the
high demand and the stiff competition, this feature was allowed in 2011. Today, more than half of
the content that can be seen in Twitter includes photos and videos.
The exponential rise in the use of social media can be partly attributed to the emergence of
technologies that enable modern communication (that is, FAST, CONVENIENT, INTERACTIVE
communication). These include computers, laptops, and smart phones, among others. In addition,
the rise of social media is a unique manifestation of how quickly and drastically patterns of social
behaviors change.
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Some Interesting Statistics on Social Media Use
Here are a few interesting statistics on social media use. All data are extracted from
statista.com as of July 2020.
Global digital population
Active internet users
Unique mobile internet users
Active social media users
Active mobile social media users
– 4.57 billion
– 4.17 billion
– 3.96 billion
– 3.91 billion
Most popular social networks worldwide, ranked by number of active users
1. Facebook (2.6 billion)
2. Youtube (2.0 billion)
3. WhatsApp (2.0 billion)
4. Facebook Messenger (1.3 billion)
5. Weixin/ Wechat (1.2 billion)
6. Instagram (1.1 billion)
7. TikTok (800 million)
Most popular social networks worldwide, ranked by reach/ active usage penetration
1. Facebook (63%)
2. Youtube (61%)
3. WhatsApp (48%)
4. Facebook Messenger (38%)
5. Instagram (36%)
6. Twitter (23%)
7. Snapchat (13%)
Countries with most number of Facebook users
1. India (290 million)
2. United States (190 million)
3. Indonesia (140 million)
4. Brazil (130 million)
5. Mexico (89 million)
6. Philippines (76 million)
7. Vietnam (64 million)
8. Thailand (50 million)
9. Egypt (42 million)
10. Bangladesh (38 million)
In a 2017 report by the Global Web Index, around 42% of people use social media platforms
to stay in touch with what their friends are doing, while 39% said they want to stay up-to-date with
news and current events.
The other top reasons for using social media are filling up spare time, general networking
with other people, looking for entertaining content, sharing photos or videos, sharing one’s opinion,
meeting new people, and researching or finding out products to buy
Responsible Use of Social Media
Social media has grown in popularity over the years, with hundreds of options for sharing
your thoughts, photos, and videos and for interacting with friends and family. The more it grows,
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the more we discover about the do's and don'ts of social media. The same rules apply to all social
media playgrounds, regardless of which site is your favorite. There are some practices for engaging
in responsible social media use and best practices for social site etiquette.
We all have a social responsibility.
We all have friendships and professional relationships that can either be helped or hindered
by our social media presence. Imagine you post inappropriate selfies of your weekend activities on
Instagram. Have you considered what your boss will think? What if you say something spiteful after
a fight with a friend and then realize they saw it before you could delete it? You may have just lost a
friendship over social media silliness. You are 100 percent responsible for everything that appears
on your social media accounts, from your status updates and comments to pictures, videos, and links
you share
1. You may not agree with everything or everyone you encounter on social media networks,
but treat each person with dignity and respect. The Golden Rule of treating others how
you want to be treated is a good practice.
2. Do not turn to social media as a way to harass, demean, or bully someone else. Sitting in
front of a computer screen does not give you license to embarrass, intimidate, or spread
hurtful rumors about others.
3. Regardless of your privacy settings, keep in mind that anything can possibly be seen by
anyone at any time, even by that person that you did not want to see it. Pause before you
post, think before you click.
4. Whether you're concerned with maintaining good friendships or future job prospects, be
responsible in what you post and how it could affect your reputation. Many employers now
check up on job candidates' social media accounts for evidence of bad behavior.
FORMATIVE ASSESSMENT
Reaction Paper Task Sheet: Prepare to React and Act
1. Read the article “The Flight from Conversation” written by Sherry Turkle and published in
The New York Times on April 21, 2012.
2. As you read, ask yourselves the following guide questions (answers need not be written
down):
a. How do you feel about what was written? Do you agree or disagree with the points
raised?
b. Can you identify with any of the situations presented in the article? Do you have any
experience related to any of the examples given?
c. Does the article prompt you to do something, or change any previous belief you might
have? Or does it reinforce/ support your existing stand on the topic?
3. Prepare a Reaction Paper, with the following basic parts:
a. Introduction
i. State the title and author of the article you read.
ii. Write a two-sentence summary of the article (what it is about).
iii. State your thesis, which is a sentence that highlights your main point or
argument.
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b. Body
i. Provide statements or details that would support your thesis. Three to four
paragraphs will suffice.
ii. Each paragraph is expected to have a topic sentence, supporting detail, direct
quote/ line lifted from the article, and explanation.
iii. You may use sentence prompts, such as
1.
2.
3.
4.
5.
I think that…
In my opinion…
It is my firm belief that…
It seems that…
I truly feel that…
iv. Organize the paragraphs and provide smooth transitions using proper devices
(In addition, Furthermore, Moreover, However, etc.)
c. Conclusion
i. Restate your thesis sentence, or summarize your main point/ argument.
ii. You may end with a call to action, a major comment, or a prediction, as long as
no new information or reaction is presented.
4. Proofread your work to ensure that:
a. there are no glaring grammatical or typographical errors that might affect your
message.
b. all sources have been properly cited.
c. the first person perspective is used, since you are writing your personal reaction.
d. your paper is not simply a summary of the article.
Reminders:
 Limit the reaction paper to 2 – 3 pages (short bond paper).
 Use Times New Roman, font size 12, with 1.5 spacing and 1” margin on all sides.
 Your paper will be scored using the DISCO rubric:
Diction
The words used throughout the composition are precise and appropriate for the
audience and purpose. You avoided redundancy, jargon, and flowery language.
Idea Development
The thesis and topic sentences are clear. You support each point/argument
concretely and vividly. Sentences vary in structure and length.
Style
The language and tone of the composition are well suited to the purpose for
writing. The writing shows passion. Clearly, the essay is original; it belongs to this
writer and to no other.
Conventions
Spelling, punctuation, capitalization and grammar are correct.
Organization.
An inviting lead draws the reader in; a satisfying conclusion brings proper
closure. Sentences follow a logical sequence and each idea is smoothly linked to the
next.
The number of points for each criterion is dependent on your professor. This will be discussed
to you in class.
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Something to Ponder on
Social media have become a very powerful communication tool and platform in the new era of
technology and globalization. In the early beginnings of social media, the usual reaction would be, “I
have ideas or feelings and I can share these to the world through social media as a platform.” Today,
however, most millennials would claim, “I have access to social media, so I have to have an idea. I
have to have a feeling or emotion that I can share with the world.”
This attitude has led to the proliferation of fabricated or exaggerated emotions, with the hope
of getting many ‘likes’ or receiving many ‘comments’, which have become the norm for social
acceptance. What can you say about this? Consider this article in reacting to this phenomenon:
While is it true that we have real friends whom we can rely on in the
real world, there is that ubiquitous itch that we have to post something, with
the hope of ‘friends’ liking it, sharing it, or commenting on it. A hundred likes
and a few comments would suffice; couple these with shares and threads and
it would be ecstatic, even if those who supposedly liked or commented on it
remain detached to how we actually feel.
Social media give us friends who will tell us who we are based on how
we project ourselves in that virtual environment. The technology that is
supposed to help us connect and communicate with people by showing the
‘real us’ is the very technology that prompts us to give others a false
impression of who we really are.
Is this the purpose of social media? Are we using this powerful
platform appropriately?
(an excerpt from the article “Refusing to be Alone Together” by Tejada, K. 2017)
Modern Communication? Think about it.
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ENGLISH LANGUAGE AND THE NEW MEDIA
Question: Does the language we use dictate the language of new media, or do new media
shape the language that we use?
Let me rephrase that: Are we using new media, or are new media using us?
What is new media?
New media refer to highly interactive digital technology. These are very easily processed,
stored, transformed, retrieved, hyper-linked, searched for, and accessed.
Generally, these can be classified as:
Blogs
Social media
Online newspaper
Virtual reality
Computer games
Language in new media is sometimes referred to as Computer-mediated communication
(CMC), though it may also be called any of the following:
Netspeak
Computer-mediated discourse
Digital discourse
Electronic discourse
e-communication
Digitally mediated communication
Keyboard-to-screen communication
The Internet is the largest area of language development we have seen in our lifetimes.
Crystal (2011) said that only two things are certain: it is not going to go away, and it is going to get
larger. Hence, we must be prepared for its inevitable expansion.
Digital discourse illuminates social and cultural processes, which is under the domain of
sociocultural linguistics.
The primary concern is not with abstract, grammatical linguistics, but rather the everyday
functions and uses of language.
This type of discourse or computer-mediated communication can be described as:
Vernacular
Interpersonal
Spontaneous
Dialogical
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CMC is Vernacular, which means it uses language that is common to people regardless of
age, social class, gender, or race
Examples
Acronyms (Lol, yolo, fomo, bae)
Initialisms (atm, rotfl, brb, btw, hbd,
idk, jk, af, nvm, tmi, tldr, ftw, g!)
Emoticons/ Emojis
Expressive Punctuations
o Hello? VS Hello?!?
o No. VS No? VS No!!!
o <3 ; </3
o :-) ;)
Misspellings / Respellings
Respelling is a resource whose use is subject to a variety of factors, including users’
‘technoliteracy’, their considerations of audience and purpose, and physical constraints of
message production (for economy and text entry reduction).
( cu, 2nyt, tom/2mrw, abt, y? )
These increase insecurities in spelling, but also tolerance towards typographical
“errors”, which are reinterpreted as outcomes of speedy text production rather than indices of
lacking competence.
CMC is Interpersonal. It is relationship-focused rather than subject-oriented. This can be
explained by the number of Group Chats (GCs) a person has, and the number of individuals and
GCs a person engages simultaneously.
The interpersonal nature of CMC is characterized by the following:
Turn-taking
Topic development
Back-channels
Repairs
CMC is Spontaneous. It is usually unplanned, unstructured, and sometimes impulsive. This
spontaneity also gave rise to Net Neologisms through Lexical Creativity, such as the use of “b4n”
and “f2f”, or such terms as trolls, meme, hashtag, and meh. These can be described as mediatized
stylization and popular representation.
CMC is Dialogical. It carries expectation of continuous
exchange. This is why most media platforms have a “Reply” or
“Comment” option, while some have a “Leave a comment”
button, to ensure continuous interaction.
The English language in the New Media is
Brief
Multimodal
Ideological
Brevity. Do you notice how much people put premium on length and on the time it would
take for them to read an article in the net?
Take a look at this example, on the number of words in Wattpad, which is relatively popular
reading platform for the youth:
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This means that most readers of Wattpad (the youth, generally) can accommodate less than
1,000 words per chapter. That’s around four (4) pages or less of bond paper. Anything beyond that is
considered very long already by most young readers.
Let’s take a look at these examples:
Do you notice a similarity? Yes, both web articles found in social media have a time element:
“2 MIN READ”, spelled in capital letters for easier access. This means that they want readers to
read the article because “It’s just two minutes; it won’t take much time.” That is a psychological
conditioning, suggesting that most readers want brief materials, thus making brevity a
characteristic of language in the new media.
Multimodality. This refers to the layering of different digital media. We all know that words
are only ever part of the picture. All texts, all communicative events, are always achieved by means
of multiple semiotic resources, even text-based new media like instant- and text-messaging
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These screenshots re examples of multimodality in language use. Texts alone might not catch
that much attention, so a combination of purposively-designed text, photo, and/or video are a staple
in new media to make it interactive.
Ideologically-motivated. New media is inherently ideological, especially in terms of their
political-economies of access and control.
They are used to control people, and they are used to resist control. This is quite apparent,
most especially through the symbolic power of the news and broadcast media.
Language use is not simply a way of communicating, but a powerful resource for
representing (or manipulating) its users, especially the young people – so-called “digital natives”.
None of this is especially new; every generation likes to “complain” about the next generation’s
communication practices.
This is an important context in which language can be seen taking place in and around new
media, and how it continues to evolve with every new technological revolution taking place.
COMMUNICATION PLANNING
The communication planning process involves defining the types of information you will deliver,
who are the intended recipients of that information, the format for communicating it, and the
timing of its release and distribution.
The key goal is to make sure everybody gets the right message at the right time. It serves
various purposes:
1. To inform
2. To persuade
3. To prevent misunderstanding
4. To present a point of view or reduce barriers
Steps in Communication Planning
1. Research and analyze current situation.
2. Establish goals and objectives (short and long term).
3. Identify the target audience (what they know, what influences them, communication
impediments, etc.).
4. Conceptualize on key messages.
5. Strategize on communication styles and platform(s).
6. Evaluate and anticipate.
PERFORMANCE TASK: Communication Flows, Communication Flaws
Follow the step-by-step process of communication planning. The date, time, and platform or
submission of the output will be agreed upon by you and your professor.
1. Think of one of the “situations” in your college that needs to be addressed. (Research and
analyze current situation.)
2. Identify what you want to happen in this situation (seek to inform? call to action? seek to
change behavior?) (Establish goals and objectives)
3. Determine person(s) who need(s) to know what should be done. (Identify the target audience
(what they know, what influences them, communication impediments, etc.).
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4. Develop the message you want the audience to know/ believe in. (Conceptualize on key
messages.)
5. Decide on your communication vehicle (essay? FB post? video? letter? memo? audio? music
video?). (Strategize on communication styles and platform.)
6. Decide on how the message will be reached by the target audience, and what to do if the
audience does not receive/ respond. (Evaluate and anticipate.)
Communication Strategies in Tech-based Communication
Modern technology did not only usher in new forms of language used in new media, but also
paved the way on how communication takes place and how messages are presented. Part of
communication planning is deciding on the platform in which the message will be presented. In
some cases, the use of technology will do wonders for your presentation.
Multimedia presentations often always require the use of technology, and these, when used
properly, can do wonders for your presentation. They are visually-oriented and allow multimodality
(as discussed in Lesson 3) and the use of such features as text, graphics, photos, audio, anmations,
and video.
There are a wide array of presentation software and tools to choose from, some of which are
free and very user-friendly, that is, you do not need training to be able to utilize the software and
maximize its features. Regardless of the software or technological tool that you use, there are a few
factors that you need to bear in mind in using technology as an aid to communication:
1. Keep it simple. Avoiding including too much information in a graphic or in one slide. The
message should be immediate and clear. By keeping the visual material simple, you also
maintain maximum personal contact with your audience
2. Emphasize only on key ideas. When you call attention to ideas with a graphic presentation,
make sure the graphic clearly illustrates your essential points and the important supporting
data.
3. Show what you can’t say. The best use of visual media is to reveal material you can’t easily
describe orally or with written text. Graphics, photos, charts, and illustrations can
accomplish this objective.
4. Keep the number of images you present manageable. Too many images will tire your
audience (so will too much text). Eight to ten images should be the maximum number for
most presentations.
5. Combine variety with coherence. If you use several images, vary the design to make them
interesting, but keep them aesthetically consistent.
6. Use large lettering. Use large text font sizes with minimal use of serifs so the audience can
read the text easily. In addition, do not flood your presentation with text.
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Lesson 5: Communication for Work Purposes
Learning Outcomes
At the end of the lesson, you are expected to achieve the following:
1.
2.
3.
4.
5.
6.
Discuss the importance of oral communication skills in the workplace.
Describe the pressing challenges encountered by business communicators.
Expound on the fundamentals of online interviews.
Discuss the essentials of physical and virtual meetings.
Observe the etiquette of face-to-face and online meetings.
Show the ability to communicate through independent and group communicative
learning activities
Oral Communication in the Workplace
Your activity in the company or organization that you will be part of in the future involves a
lot of oral communication. More often than not, your daily tasks require effective communication.
Hence, your good communication skill is important because it helps you and your company meet
desired goals for personal and business productivity. The importance of oral communication skill at
the workplace is evident in various researches conducted among organization executives, managers,
employees and trainees. These researches have revealed that effective oral communication skill
takes the top place among the business skills needed in the company for its quality performance.
Oral communication skill in business is highly valued. Without exception, everybody in
business needs it to communicate details of information, discuss strategies, map out plans, close
business agreements, work in teams, and deal with managers, employees, business partners, guests
or clients. To improve yourself, you also need communication skill to help you initiate personal
plans, lead project undertakings, and solve pressing problems. Executives and managers need good
communication skills to demonstrate effective leadership, efficient transaction, quality performance,
and excellent productivity.
Successful businesses have gained their good reputation because strong communication skill
is fully recognized and developed among employees. However, some companies’ need for employees
with effective communication skill is all too often unfulfilled. Some business transactions miss the
mark as business people fail to convey proper course of communication.
Pressing Challenges in Workplace Communication
Communication has always been essential in any business’ growth and development. As
effective communication is needed to be able to operate and become successful, pressing challenges
do interfere and are likely to affect your work and communication in the future.
Business communicators
have
always
encountered
communication problems. Some of
these problems are sometimes
hard to avoid or deal with. Andrea
Campbell, author of Top 10 Team
Communication Issues and How
to Avoid Them, believe that poor
communication
skills
create
business problems.
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One of these is the team communication issues and problems among people at work.
Common cases being encountered are those with coworkers (1) losing trust with others, (2) poor
cooperation among team members, and sometimes (3) the disapproval or disrespect from colleagues
or immediate superior.
The said problems are considered communication challenges. The terms refer to the problem
when the manager does not provide feedback or coaching. If there is no feedback, it means there is
no communication. Campbell echoed the idea of Leigh Branham, the author of 7 Hidden Reasons
Employees Leave. She said, as quoted, that the root problems of this issue are managers'
inattention to people they supervise. They provide irregular or nonexistent feedback. People get
criticisms instead of praise. Worse is that feedback is not valued or valuable at all.
To avoid or solve the issue, Branham suggested (1) improving coaching and feedback
especially among the new recruits; (2) setting up mentoring programs with experienced employees;
and (3) requiring managers to provide feedback.
Communicative Learning Activity: Effective Group Communication
Form a group of four or five persons (if possible; if not, this can be a class activity) and discuss
the importance of Effective Oral Communication Skills. Accomplish the chart below after your
discussion. You may refer to the notes from the previous page or research on the topic to accomplish
this learning activity. Observe time limit for this activity as determined by your professor.
Instructions: Accomplish the chart by (1) identifying the communicators in business, (2) writing the
communication skills that each communicator has to develop, and (3) suggesting ways on how to
develop the skills. One or two ways may be enough for each skill.
Communicators
Communication Skills
Ways to Develop Communication
in Business
Skills
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Top Communication Issues
Campbell identified top ten communication issues that business communicators have to consider
to be able to avoid or solve them.
1. Failure to Listen. Ineffective listening is a big problem in communication. Good
communication fails when one doesn’t pay much attention or plan what to say before one
ends his statement. Many distractions affect effective listening. Team members are
distracted by the thoughts bothering his mind. They have short attention span. Other
distractions like noise and other physical barriers present in the environment take toll
resulting to communication failure. To avoid it, speakers have to emphasize the importance
of active listening in the discussion. Also point out that inattentiveness results to different
understanding of the topic being discussed. Speakers also have to maintain eye contact
during the conversation or discussion.
2. Culture Differences. The diversity of backgrounds and cultural customs create
communication issues among team members and leaders. People would just love to stay
along with people of the same background. Hence, leaders face challenges of grouping and
team communication hurdles. To avoid it, try to promote “unity in diversity” wherein team
members have to be assigned to different groups to break the usual grouping.
3. Locale or Distance to Office. The office location or its distance to its employees or
contributors entails problem in the communication. The company usually resorts to email,
phone or video conferencing. The very low level of interaction in electronic communication
poses a communication barrier. It causes misunderstanding and failures. To solve it,
meetings should be done at the nearest venue and on a regular schedule. Important issues
and solutions can be posted or sent to all for further knowledge and verification.
4. Ego and Attitude. Self-image or ego often affects team’s effort to execute plans. One’s
arrogance causes trouble, and more often, teamwork ends due to one’s defiance. Arrogant
team member could not accept the fact that he contributes to team’s problem. The presence
of conflict is evident when someone displays inequality or bias and doesn’t want to take
responsibility. To solve it, the team leader or manager should promote better understanding
as the group discusses the issue. He has to re-direct the group to be able to meet the goals.
Calmness and tactfulness help reduce tension and friction between or among team members.
5. Authority or Hierarchy Problems. The authority that the team leader or manger
demonstrates more often creates intimidation or gap with team members. They become shy
and hesitant to approach or talk to their manager for authority being shown doesn’t create
friendly atmosphere. To resolve, managers or team leaders should promote harmoniously
relation among the team members. Communicate to the members about the intention of
helping and letting them feel they are important. And they can approach the managers for
consultation or discussion on personal or work-related issues.
6. Poorly Written Communication. The confusion or misunderstanding of in interoffice business
communication is due to poor content of written documents, substandard organization,
fractured grammar, among other flaws in written interoffice materials. To avoid it, ensure
that documents are well-edited and proofread by best editor in the department. Allow other
eyes to check for mistakes in grammar, spelling, punctuations, and organizations.
7. Gender Bias. The choice of which gender makes a more effective leader in the department is
an issue of gender bias. This gender discrimination creates problem in the organization. To
avoid this, team leaders or managers should ensure that the issue on gender choice is set
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aside in tackling issues or taking course of action for the department. Speak about concerns
without engaging in demeaning oneself. Avoid gender-bias language or terms that connote
gender. For example, use chairperson for chairman or chairwoman.
8. Focus or Listening Problems. Inability of employees to focus on the issue is equivalent to
listening problems. The generation gap is often the cause of communication barrier that
affects the achievement of department goals. To help avoid it, leaders or managers have to
initiate mutual understanding regardless of age. Encourage teamwork and unity despite
differences of age, sex, social status, and family background. Understand one’s weaknesses
and capitalize on one’s strength.
9. Inadequate Knowledge. Little knowledge is dangerous. Hence, team performance is affected
due to ineffective education or lack of understanding or other inadequate knowledge
foundation. To resolve it, leaders or managers encourage team members to upgrade
knowledge by pursuing higher degree programs. Include in the annual target plan the
participation of members to seminar, training or conferences. Promote reading culture in the
department and productive focus group discussion.
10. Cliques, Groups and Friendships. Group membership or group affiliation or exclusive
grouping of team members can sometimes create segregation. To avoid it, promote teamwork
spirit in the department. Conduct team building activities to promote objectivity, teamwork,
cooperation, and unity in diversity.
Communicative Learning Activity: Effective Oral Communication Skills
1. Prepare for this game called Paper Fold Exercise. The purpose of this activity is to determine
issues in communication skills such as listening, lack of feedback, or different
contexts/backgrounds, among others. You have to prepare eight ½ sheet of paper as material
for each person. Allot 10 to 15 minutes plus discussion time.
Instructions to participants: This exercise requires listening to and following directions. As
you hear the instructions, perform the task. You may not ask questions. You must close your
eyes. 1) Fold your sheet of paper in half 2) Tear off the upper right corner of the paper 3) Fold
your paper in half again 4) Tear off the lower right corner 5) Fold your paper in half 6) Tear
off the upper left corner 7) Fold in half a final time 8) Tear off the lower left corner 9) Unfold
your paper and hold it up 10) Open your eyes, look at your product and compare it with the
other students’ paper.
Debrief: What happened? Does everyone’s paper look the same?
Input: Remember when you communicate with others, they may not receive the message you
sent. Individual perceptions vary. If you were given the same directions, why are everyone’s
products different? People have different contexts. You were not given feedback…you had to
keep your eyes closed and you could not ask questions.
2. In not more than five sentences, write your thoughts or realization based on your experience
from the game. You may share your answer in class.
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
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PERFORMANCE TASK: BUSINESS COMMUNICATOR CHALLENGES
Read the Top Ten Communication Issues as identified by Campbell. These ten problems are
basically observed, but since these ten problems may not be true to all business organizations, you
are to identify which problems are present in one business organization.
Your task now is to conduct an informal, online OR physical interview with a manager,
supervisor, or any business owner. Discuss with him/her the communication issues being observed
in his/her post. Write the identified communication issues and explanation on the space below.
Prepare to present this in class.
You may use this template in accomplishing this task:
Name of Student: ______________________________________________________
Program: ______________________________________________________________
Name of Business Owner Interviewed: ___________________________________
Name of Business:______________________________________________________
Nature and Type of Business: ___________________________________________
Most Common Communication Issues in the Business:
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Possible Reasons for Encountering these Issues:
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Ways done to Address such Issues:
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
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Preparing the Cover/ Application Letter
A few years from now, you will enter the world of professional work. Bur before you land in
any job, one of the first steps that you have to do is prepare a cover or application letter. When you
are applying for a new position, a cover letter is extremely important as your resumé or curriculum
vitae (CV). The purpose of the cover letter is to persuade your reader to consider reading your
resumé. This contains little information of the job which you are applying, as well as your strongest
qualities and qualifications.
Writing a Job Application Letter or a Cover Letter
Preparing A resume’ or a CV and application letters or cover letters are essential parts of job
hunting. A job application letter or a cover letter is like a sales letter in which you sell your
knowledge and competence. It is the most essential part of the application as this is far more than
just a note saying ‘Please find enclosed my CV’. Usually, this is the part of your application that
really sells you to your potential employer. Without a good cover letter, your résumé is unlikely to
be read.
Remember that your application letter is your selling factor. Your main goal is to market
yourself. Think about competition; your judges are your readers. They are professionals who select
and hire you. With hundreds or thousands of applicants, make sure that your application letter has
to standout. Therefore, your application letter and accompanying resume have to attract
professionals’ attention. Your final goal is to get an interview.
When you are writing the application letter, bear in mind to achieve the four important tasks:




Catch the reader’s attention purposively.
Tailor it to the company, to the employer, and to the job.
Persuade the reader that you are a qualified applicant for the job.
Request an interview.
After writing the application letter, use the checklist below to make sure your letter has
already met the needed information.





The title of the job, source of your information and the statement of your objective have to be
clear.
There should be a summary of your qualification for the job. This includes work experience,
educational background, and summary of relevant skills such as leadership skills, skills,
organizational skills, and intercultural communication skills.
Indicate that you enclosed your CV or resumé.
Request for an interview. This includes place and time you will be available and the contact
information such as phone numbers and email addresses.
Identify the job. Include any information that is not included in your CV or resumé.
Before submitting your application letter, proofread it carefully. Free it from grammatical
mistakes and organizational inconsistencies. Check also for correct punctuations, margins, spacing,
and right letter format.
General guidelines for the overall structure of your cover letter:



Format your cover letter for post, mail or email. It should consist of one page only.
Include your complete address, email address, phone numbers.
Use the tile of the person when you address him/her in the letter. If you can’t find a name,
write ‘Dear Sir/ Madamme.’
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Use standard, easy-to-read font. Make it readable. Times New Roman or Arial is preferred; it
should be no smaller than 11 for readability on screen.
Sample Application Letters
Two sample letters of application from JobStreet.com are presented below. The first letter
(Sample #1) follows the correct format that you should follow when sending out the application
letter in print form. The second letter (Sample #2) shows the tailored format when submitting your
application letter through email.
Sample 1 (Print Copy)
22 H Venture St.,
Diliman, Quezon City
Philippines
April 17, 2015
Mr. Vincent Chua
Hiring Manager
Bank of the Philippines Islands (BPI)
12/F Ayala Life-FGU Center, Ayala Ave.
Makati City 1226
Dear Mr. Chua,
I am writing to express my interest for the position of Recruitment Assistant in your esteemed
company.
Having recently obtained my Bachelor’s Degree in Business Administration major in Human
Resource Development Management (BSBA-HRDM) in the Polytechnic University of the
Philippines (PUP), I wish to bring my knowledge, skills and commitment to excellence to your
company’s innovative environment.
As a Business Administration student, majoring in HR management, I’ve become equipped with the
necessary knowledge that come with the position including manpower recruitment, workforce
organization, personnel training and compensation as well as legal provisions and other labor
concerns.
My internship at San Miguel Corporation also afforded me with the crucial skills to work with some
of the best professionals in the recruitment and human resources industry. Being a trainee has
developed in me enthusiasm and a true passion for human resources and has subsequently
convinced me that human resource management is my true calling.
For additional details regarding my qualification and expertise, please review my attached resume.
Thank you for taking the time to consider this application and I look forward to hearing from you.
Sincerely,
(signature)
Jessica Cenadoza
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Sample 2 (Email Copy)
Email Subject: Eric Tala, Marketing Associate Position
Dear Ms. Castañeda,
I would like to express my interest in applying for the position of Marketing Associate as was
recently made available in your company.
I believe that my degree in Business Administration (BSBA) major in Marketing from the
Philippine School of Business Administration (PSBA) has prepared me for this position. As a
student, I was equipped with the necessary knowledge and skills to help develop and drive effective
marketing strategies.
During my internship at Uniliver Philippines’ Marketing Department, I learned how companies
determine what product or service to sell, how to reach target demographics and how to respond to
the demands of competitors. More importantly, I had the opportunity to work with seasoned
professionals who taught me how to easily grasp complex marketing concepts and at certain times,
how to roll with the punches in order to achieve various objectives.
I have also acquainted myself with a wide range of skills that allow me to blend with the group or
team’s culture and to continuously strive to reach common goals amidst failures and setbacks.
My active involvement in many academic and extracurricular activities has done so well in
developing my communication and leadership skills, which are vital in finding success in the
corporate world.
With this application letter, I attach herewith my resume for your full consideration. Thank you for
taking time to review my application and I am looking forward to your reply so that we can further
discuss my application.
Yours sincerely,
Alvin C. Marfal
7194 Marcelo Ave
Parañaque City, Metro Manila 1700
Mobile: +63 929 XXX XXXX
NOTE: These application letter samples are for reference only. All information provided should be
considered as fictional
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The Content of the Cover Letter
The Introductory Paragraph
Your first paragraph must be very convincing. It tells your reader that you are the best
person for the job. It also emphasizes that you have the set of skills and experience that make you
the ideal candidate for the post.
Examples:
1. I learned that you are in need of the position of English faculty and I believe that I
have the necessary credentials for this role. I have considerable working experience as an
English Language and Literature Professor, and I enclose my CV to support my application.
2. Please find attached CV in application for the job of financial analyst advertised on
your company’s website. I strongly believe that my competence and experience and
particularly my experience at ABC Company, and my ability to do financial reports make me
the right candidate for this post.
3. I am seeking a position as a manager in your Data Center. In such a management
position, I can use my master’s degree in information systems and my experience as a
programmer/analyst to address business challenges in data processing.
If someone from the company refers you, include in the opening before stating your main objective.
Example:
During the recent International Research Conference in Vietnam, one of your research
heads, Dr. Rogine Madrigal, informed me of a possible opening for a research director in your
institution. My extensive background in research and my Master’s degree in management
make me highly qualified for the position.
In the succeeding paragraphs, expand on the qualifications you mentioned in your opening.
Add any appropriate details, highlighting experience listed on your resume that is especially
pertinent to the job you are seeking.
The Main Section
The main section of your cover letter should show the summary of your qualification,
organized around the job description and person specification. Describe in this section what you
have accomplished, your expertise, and your special skills needed for the job.
In this section, you also have to present how you performed your duty and demonstrated the
requirement of your previous job. Specific work of action and its effective results should also be
indicated to show that you did it successfully. In short, you have to show the clear description of the
situation and more on what you did as proof of results or outcomes.
The main section of your cover letter can be structured to show the sub-section or subheadings. The sub-section guides the human resource manager how each requirement is met.
You may want to structure the main section of your cover letter into sub-sections, with
headings, to make it easier for the recruiter to see how you meet each requirement.
You can make use of the following phrases:
“My ability to manage ____________ speaks for itself: I have accomplished the ____________
in my department.”
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“I hope it goes without saying from my list of previous jobs that I am extremely flexible and
good at __________________ .”
“I first developed my _____________(skill) in ___________(job), but have improved it since in
______________________(mention jobs).”
When you are done writing the main section, get back over it and check if you have already
mentioned every important skill and bits of experience that are considered crucial on the person
specification. Edit and polish until you have come up with the most ideal content of an application
letter. Most recruiters prefer shorter application containing only the most essential skills,
experiences, and accomplishments.
Sample:
I have obtained Doctor of Philosophy (Educational Management), Master of Arts in
Education (Major in English and Administration & Supervision), and Bachelor of Education
(Major in English, Minor in History). I have ample experience in teaching in both local and
international arenas. During the fifteen fruitful years in education, I have gained valuable
expertise on pedagogy and class management, among others, along with meaningful
experiences needed to pursue my mission and dreams in life. I have been very active in
academic and co-curricular endeavors in my desire to boost my self-esteem and build a
desirable character. As an active member of academic and civic organizations, I have
developed in myself the sense of integrity and responsibility towards other people by helping
and cooperating with humility. My other special skills include Research, Campus
Journalism, Book Writing, and Quality Assurance.
I am a positive and proactive person able to do the tasks posed by my superiors. With
sufficient Kaizen knowledge, I can easily execute plans and work details and expedite the job
to beat deadlines. Given a chance to work in your prestigious institution, I will humbly
discharge my duties and responsibilities for the welfare of the institution and its clienteles.
The Closing Paragraph
Your closing paragraph should be written concisely and neatly. It should make clear what
action the reader will be taking after reading your cover letter. But don’t sound arrogant.
So it might end, for example:
“I hope this convinces you that I have the necessary competence and experience to achieve as
___________________ ( job title). I look forward to hearing from you.”
Close with a request for an interview.
“If you find my application desirable to your needs, I am willing to come for a personal
interview. I can be reached via my email: eudencellevillahermosa@yahoo.com or through
mobile: +639488005694.”
For a letter, end it with “Yours sincerely” if you have addressed it to someone by name, and
“Yours faithfully” if you started it with “Dear Sir/Madam”.
Remember: Before you submit your application letter or cover letter, proofread or polish it
carefully.
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Communicative Learning Activity: Writing an Application Letter
A friend of yours who works in Starbucks Philippines informs you of a job vacancy in the
company. The store manager is in need of a student assistant for clerical and other administrative
tasks, and you are interested in applying. Knowing the job requirements of the position, you want to
pass an application letter to Mr. Juan Lorenzo Flojo, who handles several branches in the province,
but you want to be assigned to SM Batangas City branch.
With these information as background, write a sample application letter on the space
provided below. Observe time limit for this activity as determined by your professor.
Rubric for Grading:
Courteousness
Correctness Completeness Conciseness Clearness
TOTAL
-
-3 points
3 points
3 points
3 points
3 points
15 points
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Designing the Curriculum Vitae
What is a CV or Résumé? Basically, your CV or resumé describes your education,
competence, and experience. It defines what kind of applicant you are for the job. It determines if
you are the right person for the job.
As one of the essential requirements for job hiring, your CV should demonstrate to any
prospective employer why they should hire you above any of the other skilled candidates who have
presented themselves for employment.
Basic Rules of CV Writing
In writing a curriculum vitae (CV) or resumé, like other forms of business writing, you should
always consider its reader (part of audience analysis, as discussed in Lesson 1). In this case, your
readers are the recruiters. They are usually the human resource managers or any other staff in the
recruitment department assigned to screen applicants through their CVs. Avoid being eliminated by
following these basic rules in writing a CV or resumé.
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Write with the recruiter or human resource manager in mind. Assume that you are the
recruiter. Think about what he needs to know about you. Consider the job description.
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Present your CV or resumé to inform them well about what they need to know. Show it in a
way that it reveals very professional and credible information.
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A well-written CV or resumé limits the chance of not selecting you. It easily puts you in the
shortlist.
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CV or resumés are the most important documents needed in job screening. They provide the
highlights of your qualifications, work experiences, competence, professional and educational
history.
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In some academic institutions, the CV or resumé is the standard for job applications. The
objective of both CV and resumé remain. However, the appearance of the document is
noticeably different.
Resumé vs. Curriculum Vitae
There are three major differences between CVs and resumés: the length, the purpose, and
the layout.
A resumé is a brief summary of skills and skills over one or two pages. It is short with no
particular format rule and highly customizable. The goal of a resumé is to make an individual stand
out from the competition. A resumé does not have to be ordered chronologically; it does not have to
cover the whole career. The resume contains three simple sections: name and contact information,
education, and work experience. A CV, on the other hand, is more detailed and can be more than
two pages. It covers your entire career history. It has a clear chronological order listing the whole
career of the individual.
In writing your CV, you have to consider the following information:
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Areas of interest.
Education.
Grants, honors and awards.
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Publications and presentations.
Employment and experience.
Academic memberships.
Character references.
Guidelines for Writing Effective CV
 Include your contact details at the top.
 Decide whether you want to start with a personal statement or career objective.
 Include sections on Key Skills, Knowledge and Achievements, Work Experience, and
Education.
 When discussing achievements, focus on what you have actually done and the end result
achieved.
 Include everything relevant in the ‘Work Experience’ and ‘Education’ sections.
 Make sure that your spelling and grammar are all correct.
 Work on your presentation.
CV Mistakes and Pitfalls to Avoid
 Do not be tempted to lie just to ‘look good’.
 Avoid leaving gaps in your career history.
 Do not start your CV with the dull bits.
 Do not include your hobbies and interests.
 Don't make your CV too long.
 Do not use an unprofessional email address.
Your professor can show you samples of curriculum vitae. These are not presented in this
module for pragmatic purposes.
Online Interviews
Many companies conduct online job
interviews, since these interviews are more costeffective. In addition, applicants do not have to
spend money for travel to the interview site.
Online interviews require technology
which has become mainstream in business. The
use of computers and other gadgets makes
communication between the interviewer and
candidates simple and effective.
Job hunters find online interview easy at the comfort of their home. It is time-saving and less
stressful. Online job interviews may vary depending on the company where one is applying.
Familiarity of these types of line job interviews may help job seekers achieve their goal of landing a
desired job.
One of the most typical online interviews is the webcam job interview. In this interview, the
interviewer will simply arrange the interview through video. Webcam interview requires a camera,
which is very convenient nowadays, as most of the laptops have built-in webcams.
The interviewer usually conducts interviews using popular video conferencing applications
like Skype, Zoom Cloud or Google Meet. Familiarizing with these application is an advantage to
meet the requirements of the employer. Practicing the use of webcam can help ensure better focus
and face angle. This ensures that you appear pleasing in the frame of the camera.
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Keep in mind that online interviews are as important as in-person interviews. Your online
interview could get you to the next stage of selection or even a job contract if the company conducts
the selection process online.
Here are some preparation tips that Alison Doyle has suggested for a successful
online interviews.
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Download the software required by the company ahead of time so that you’ll have the
opportunity to get used to it.
Create a professional username, such as a variation on your real name, as it appears on your
resume, if it’s available.
Dress professionally even if you are sitting down. Wear nice pants and shoes, as you never
know when you will have to stand up. Plus, dressing the part will help you get your head in
the game.
Clear your workspace and any clutter that is behind you so that it doesn't show up on the
screen. You don’t want your interviewer to be distracted by visual noise in the room or to
assume that your disorganized space is a sign of how you’d perform as a worker.
Make sure that you are in a quiet room where you will not be disturbed by people, pets, etc.
Turn off your ringer, any alarms, and electronics that are likely to interrupt.
Have a piece of paper and a pen ready so that you are not scrambling to find them later.
Have a copy of your resume in your sightline in case you have to refer to dates, job titles, or
numbers.
Smile and focus as much as possible and try to behave as if you’re in a regular, in-person
interview. Look into the camera, listen attentively, and engage with your interviewer. Don’t
just wait for your turn to speak.
Practice using your webcam equipment before the interview, so you are sure everything is in
working order and that you’re comfortable interviewing on video.
Communicative Learning Activity: Webcam Job Interviews
Form a group of four or five persons and discuss among yourselves the plan of conducting an
online job interview. Assign a task for each member (applicant, HR manager, panelists, etc.).
Present a mock online job interview. You may use Skype, Google Meet, or Zoom application,
whichever is convenient and available for all members. Record your online job interview and submit
it to the professor for evaluation and feedback. Observe time limit for this activity as determined by
your professor.
Physical and virtual meetings
The outset of technology and the
advancement of internet connectivity give
favors to many businesses. Business
meetings and contract deals have been
eased by the use of computers and smart
phones.
More often, these meeting are now
conducted virtually. Workmates can meet
over telephone conference using cellphone
features and state-of-the-art software
applications, which are commonly known now as Apps.
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Businessmen, investors, entrepreneurs, sales agents and clients can do more business
transactions over video conferencing. However, there are some business enterprises that still use
face to face meetings because they believe they are still effective.
Virtual Meeting and its Benefits
Virtual meetings can be done using technological innovations like computers and software
applications. Doyle (2019) explains that people attending virtual meetings do not need to leave their
home or work station. The meeting can be held over the phone or computer using virtual meeting
software like Google Meet, Zoom Cloud, and Skype.
With these applications, virtual meetings can be done any time, hence the distance is no
longer a problem. Doyle further shares that people can take part in the meeting regardless of where
they are. In other words, they can hold meetings and discuss business concerns without having to
travel all the way.
Virtual meetings save time and energy.
For example, when working on a project, the team
leader and his members do not need to travel all
the way to the office to discuss the details during
a meeting. This is just but one of the many other
scenarios when virtual meetings will come easy.
Virtual meetings are also inexpensive.
Everybody only needs a computer, laptop, or
smart phone, a good internet connection, and a
professional virtual meeting software. A good
environment adds favor to effective meeting. This
does not need much money on arranging a
meeting place, the facilities and equipment to be
used and organizing transportation for attendees.
The tenets in online interviews as discussed in previous topics are applicable to virtual
meetings.
Face to Face Meeting and its Benefits
Face to face meetings are the usual meetings that are conducted by people in the same venue
and in person. The place can be in the office, at a restaurant, a conference room, or at the coffee
shop. Like the virtual meetings, face to face meeting has it benefits.
Meeting people face to face is freer than it is held online. People can express their thoughts
and feelings using their body language, hand gestures, and facial expressions. Hence, they can
communicate better and misunderstandings are less likely to happen.
When meeting face to face, people have to be at the particular venue at the given time. They
will be attending the meeting and nobody should waste their time. All should observe
professionalism and should not be distracted by other things like phone calls, messages, or other
personal or family concerns. They must observe discipline and keep a serious environment to be able
to give the best for the meeting.
Feedback is an important aspect of face to face meeting. Getting feedback from the attendees
provides input in the development of something that requires cooperation and teamwork. Face to
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face is the best for brainstorming and planning. It can establish stronger relationship and create
better teamwork; people can understand each other very well.
Face-to-Face Communication
By Ronel M. Sapungan
As many researches have revealed that effective communication skill takes the top place of
the business skills needed in the company, face-to-face communication and online meetings have
been identified as significant key factors that contribute to their realization. Effective face-to-face
communication skills and online meetings can help you build solid relationships and achieve success
in the workplace and in your social life.
Face-to-Face Communication Defined
In in its instructional manual, IT & Business Process Association Philippines (IBAP) presents two
definitions of face-to-face communication:
 Face-to-face communication is the exchanging of information, thoughts, and feelings between
the sender and the recipient.
 Face-to-face communication takes place during one-on-one discussions, informal groups,
meetings, and more.
IBPAP quoted Thill and Bovee’s definition stating that "face to face communication is the richest
medium because it is personal, it provides immediate feedback, it transmits information from both
verbal and non-verbal case, and it conveys the emotion behind the message."
Face-to-face experience
Because face-to-face communication is the richest medium, it offers better understanding of
the meaning of information. It also develops the confidence you need to convey the message during
one-on-one discussions, informal meetings, and many more. You can easily provide feedback because
face-to-face communication involves the elements of effective communication such as the spoken
words, tone of voice, and body language.
When you speak, you immediately relate the message easily using facial, expression, hand
gestures, body language, and other non-verbal language. It means that you can easily understand
what people say when you see and hear them. The idea has been validated by the research
conducted by Emeritus Albert Mehrabian, a UCLA psychology Professor who revealed the following
findings: That when we converse, …
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
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Seven (7) percent of meaning is conveyed through the spoken words;
Thirty-eight (38) percent of communication is credited to how one speaks like tone of voice;
and
Fifty-five (55) percent of communication occurs through facial expression.
Thus, face-to-face communication is highly recommended as vital medium of communication in
business because oral communication is enriched by non-verbal communication. Effective
communicators in the organization or department have to know the elements of good face-to-face
communication. They also have to consider the face-to-face communication in the digital age.
Face-to-Face Communication in the Digital Age
The way communicate at work has changed dramatically in this modern-day digital era.
Distance communication between employer and employee communication is no longer a problem.
Teams can work collaboratively through time and distance, managers or team leaders can work
away from home or the company, and employees can do important office jobs at the comfort of their
homes or school library.
Though digital communication and telecommuting have limitations, it still offers rich advantages
for the company and its people. Like many other soft skills, digital communication and
telecommuting can’t be underestimated in organizations. Large or multinational companies have
now invested on communication facilities for more efficient business outcomes. Yet they don’t
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undervalue the power of face-to-face communication that can improve the people, the business
product, and profit.
Megan Baker and Jelena Milutinovic of the Australian Institute of Business suggest the top benefits
of face-to-face communication, and scenarios where digital should be the last choice.

Stronger working relationships. Your presence at the workplace signifies your interest and
cooperation with your fellow employees. The more familiarity and exposure you have with
your co-workers ensure better interaction. It establishes trust among yourselves and better
working relationship. You also promote a sense community or belongingness. However, in
your absence, you can choose email or teleconferencing to communicate. Phone calls or video
calls will keep the connection stronger.

Perception of thoughts and feelings. Through face-to-face communication you will be able to
express exactly your personal thoughts and feelings. Non-verbal cues or body language are
equally important as the words you say. Effectiveness of hand gestures and facial
expressions can easily reinforce the message you wish to convey. Everything from non-verbal
communication contributes to your attentiveness, engagement, and understanding of your
perceptions through face-to-face communication.

Engagement and innovation. Face-to-face communication enriches the sense of
belongingness and collaboration. It creates a healthy environment that inspires and
motivates employees to be more innovative and productive. Innovations and productivity are
important for employee’s promotion and self-actualization. The environment that promotes
engagement and innovation contributes to company growth and culture.

Addressing sensitive issues. Face-to-face communication is necessary when discussing
pressing issues or addressing sensitive concerns in the company. When it occurs, you should
keep your phone, stop working on your computer, and make effort to engage with the
persons. While communicating through technology is effective, face-to-face communication is
much preferred more importantly when you are dealing with pressing problems that need
urgent solutions.

Clear and concise communication. Miscommunication or misunderstanding is often
minimized when you do face-to-face communication. You may be giving incorrect
information, but you can immediately correct it for better understanding. In face-to-face
interactions, you can easily persuade your thoughts and perceptions than writing emails.
Communicative Learning Activity: Focus Group Discussion
In a group of four or five persons, discuss the following questions. Answer the questions below,
then write a summary of ideas using your own words. Assign one member from the group who can
present the summary in the class. Observe time limit for this activity as assigned by your professor.
1. What are the advantages of face-to-face communication over virtual communication in the
workplace?
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2. What are the advantages of virtual communication over face to face communication?
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3. Which do you prefer, virtual communication or face to face communication? Why?
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FORMATIVE ASSESSMENT: Virtual meeting vs. Face to face meeting
Watch the Virtual Teams VS Face to Face Teams - 6 pros and cons I see (Running Remote) in
YouTube. You can access it through the link https://www.youtube.com/watch?v=i3JU_qP_vmQ.
Then, list down the important benefits of both virtual meeting and face to face meeting in class.
Face-to-Face and Online Meetings Etiquette
Many companies remain intact and hold
both physical and virtual meetings as essential
parts of the operation to maintain productivity
and continuity. As many may have known the
rules in physical meetings, rules on online
meetings may not be as popular.
Virtual meeting etiquette is a whole new
idea that many people have to learn, compared
to face. To help you keep your meetings
productive and professional, follow these seven
simple virtual meeting etiquette rules that every professional should know.
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1. Know your surroundings
Virtual meetings or online class sessions require a quiet and conducive place where learnings
and mutual understanding can be achieved. Organize the place, free it from distractions, and
provide good lighting. Do not appear that you are inside the cave or less-lighted museum. You want
to avoid looking like you are at the town fiesta because of the pile of clothes and accessories in the
corner behind you.
Adjust your place setup so your face favors the light. Make sure that you have a professional
background. It must be work appropriate. This means that no beds are in the background, no messy
rooms or open closets, and no nonsense arts or frameworks.
Free the place from unhealthful noise like screaming child, barking dogs, or honking cars.
2. Dress appropriately
Your attire should be work or school appropriate. Your appearance online is as important as
your look during a face-to-face meeting. Hence, take a few minutes to dress up on a clean cloth and
well-brushed hair. Women may consider putting on a light make-up to look fresh on the screen.
Think that the best part of actually getting ready while working remotely is that you want to
be effective and productive.
3. Listen carefully.
Be an active listener. While attending a virtual meeting, devote your full attention to the
meeting.
Leave the computer keyboard alone. Remember that your typing may distract your focus. It
prevents you from devoting your full attention to the details of the meeting. Pick a good headset,
your notebook and pen to take essential notes.
4. Unmute your microphone when you wish to talk.
When you are not going to talk, keep your microphone on the mute mode. The sound you
create from your audio annoys other people attending the virtual meeting. It is really frustrating to
hear echo noise or unnecessary sounds from the surrounding. Other attendees will appreciate you
because you want to save them from ear-splitting noise and help them productive.
Muting your audio when you are not speaking allows other attendees the chance to fit in and
share their views and feelings.
5. Speak clearly
When you join any virtual meeting, introduce yourself and say hello or hi. Make sure that
the people in the meeting hear and notice your presence. Hence, make your voice clear. Modulate it
well if necessary to make you sound pleasant to the ears.
If you come late in the meeting, you may use the chat box to greet the people and to let them
know of your presence.
6. No food, please.
No eating is a strict rule that participants have to observe during the virtual meeting.
Chewing some food or sipping some drinks may show disinterest and may be perceived as
unprofessional.
To avoid graving for food during virtual meeting, eat few minutes before the actual time of
meeting.
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7. Remain seated and stay present
Stay focused. Be patient staying seated while attending the meeting. Don’t ever try to open
your email inbox or chat with friends on social media messenger.
Doing other things while attending a virtual meeting might distract other participants. You
had better turn off your webcam if there is an emergency or a very important personal needs to
attend to.
FORMATIVE ASSESSMENT: Face-to-Face and Online Meetings Etiquette
Watch the Virtual Meeting Etiquette, (Dos and Don’ts by Adriana Girdler) in YouTube. Use
the link https://www.youtube.com/watch?v=HYUVXQfaVp0.
Discuss the important benefits of both virtual meeting etiquette. Your professor will give you
specific instructions on the details of submitting your output.
Writing Correspondence via Print or Email
Business transactions and negotiations are communicated effectively using different
channels. In the advent of computer technology, most business organizations communicate through
the internet and platforms of social media. Despite the efficiency brought by the internet, some
companies still utilize the typical business letters to communicate with other businesses, their
clients, and other stakeholders.
Business letters are formal letters used for business-to-business, business-to-client, or clientto-business correspondence. There are a number of elements to a business letter. These are date and
sender’s address, recipient’s address, salutation, body of the letter, and closing paragraph (Gamble,
2017).
A business letter uses a formal language. The style of the letter depends on the relationship
between the parties concerned. A business letter is written for many reasons. It is used to…
 request direct information or action from another party
 order supplies from a supplier
 identify a mistake that was committed
 reply directly to a request
 apologize for a wrong or simply to convey goodwill.
A business letter is also very useful because it…
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produces a permanent record
is confidential and formal
delivers persuasive and well-considered messages
In writing a business letter, the most important element that you need is to ensure its accuracy.
You should know the type of business letter you are writing to be able to determine the accuracy of
its details.
Writing Center of the University of North Carolina explained that business writing should be
clear and concise. Hence, in writing you take care that the documents would not turn out to be an
endless series of short, choppy sentences. Keep in mind that your purpose is to communicate the
information and be understood by your reader.
Always consider your audience or the ones who will read your letter. Don’t confuse your reader.
Stress specificity and accuracy. Observe formality and sincere. But don’t be too formal that you
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alienate readers, nor too casual that your readers may feel you are insincere or unprofessional. In
giving information that might harm the reader’s feeling, be diplomatic and respectful. The letter
should reflect the unique purpose and considerations involved, like the reader’s feeling and
character, when writing in a business context.
Uychoco and Santos (2018) of Communication for Society Purposive Communication, explained
that business letters should be clear, concise, and organized. Its introductory paragraph should be
brief establishing the content and purpose of the letter. Its middle section should contain the details
of the message in logical order. Its concluding paragraph is short, politely requesting action,
thanking the reader, or providing additional important information.
For beginners, it is a good idea to read or review business letters and emails examples from your
office or from the internet before writing your own. Sample letters of different types are available in
many sites in the internet. Business communication books and manuals also provide good samples
for you to review. Examples can help you see what kind of content or how it is organized in the
letter. Examples can also help you learn about the layout and format of the letter.
Preparing Endorsement and Follow-up Letters
Preparing an endorsement and follow-up letter may be easy to some but, to others this
writing tasks is challenging because these letters are rarely written or seldom required at work.
However, more often, still many people do not know how to write endorsement and follow-up
letters. If, in case, you are tasked to write endorsement or follow-up letter, follow the useful ways
below. Online source WriteExpress provides useful tips that you may consider in writing request
and give endorsement letters.
Request an Endorsement
1. State who you are, the name of your company or organization, and your position or role.
Remind the reader of your relationship to him/her, if necessary.
2. Use clear, specific language to request the endorsement (clearly describe what it is that you
would like endorsed).
3. Explain why you are requesting the endorsement, what it will be used for, why you feel that
the endorsement is necessary or why you merit receiving the endorsement, and so forth.
4. Include guidelines for the format, length, or content of the endorsement letter. Also, indicate
anything else that the reader needs to do to provide the endorsement, such as filling out
attached forms and the like.
5. Indicate by when you need the letter of endorsement.
6. Consider providing a preaddressed, stamped envelope with your request letter if the
endorsement letter is to be mailed.
7. If you plan to make a follow-up call to the reader, indicate in your letter when you intend to
do so.
8. Thank the reader for considering the endorsement.
Give an Endorsement
1. Indicate what or who it is that you are endorsing.
2. Substantiate (or give reasons for) your endorsement.
3. If you are endorsing a person for a particular position, role, job, etc., include how long you
have known the person, in what capacity, the positive qualities of the person that make
him/her a suitable candidate for endorsement (including accomplishments and abilities), etc.
Be as specific as possible.
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4. If necessary, indicate the next step that should be taken or what will happen next. Include a
time frame, if appropriate.
5. You may want to include your contact information and offer to give further information upon
request.
6. Conclude your letter by summarizing the reasons for the endorsement and by restating your
endorsement of the person or project, etc.
Writing a Follow-up Letter
A follow-up letter is as important as other forms of communication. It is an effective means of
establishing a good relationship between you and the recipient.
A follow-up letter is best written after a business meeting, or a job interview, or after making
a great business contract. It provides an avenue for continued communication and connects the
points discussed and agreed during the previous meeting.
When writing a follow-up letter, make sure to observe grammar flaws and spelling errors. A
well-written follow-up letter can make a great impact on your future career and expected success.
A
s you write the follow-up letter, bear in mind that it needs to be fairly formal. Use more
appropriate words and phrases. Write your thoughts straight to the point. Do not go around the
bush. Read and proofread it thoroughly. Use grammar checking tool and a comprehensive spell
checker. Keep a good dictionary as your essential reference for words.
Let's consider some tips from LearnEnglish to help you write a better follow-up letter:
Here are what you need to include:






Start with your name, address, city and zip code, telephone number. Include next the
recipient’s details. Note that in a follow-up letter you are going to write to the same person
you had originally written to or contacted with.
Add the salutation.
In the first line, mention that you had written earlier and haven’t received a response yet.
You can mention here if you had called. Actually, you’ll let him know that you’re re-writing
in this line.
State your request or interest. If you are writing inquiring about a job vacancy for which you
had sent a job application, reiterate your key skills experiences and state why you think you
are a great potential.
Invite for contact and thank for their attention.
Close with signature.
Here are more things that you’ll need to remember than the actual steps to write the letter:






Add fresh insights to your old appeal. Don’t write a photocopy of your old letter.
Take at best 2 days after a meeting or a job interview to write a follow-up letter. Work while
the memories are still fresh in the recipient’s mind.
If you’ve sent a CV, wait 7 days before sending the follow-up letter. The employer is likely
very busy, hence the late response, so keep your letter short. Do not bring up your whole CV
in the letter. Hold the interest and attention with nice wording, not boring.
Do not convey negative sentiments in your letter, even if you are frustrated by their speed
and sincerity.
Indicate how you want to proceed next in your letter if you think it is needed.
Be extremely polite even if you feel like they’ve been ignoring you by ignoring your past
letters.
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To look polished and professional, edit and proofread a couple of times before sending the
actual letter.
If you want, you can attach copies to document proof that you had sent letters earlier.
Follow up again if required.
Sample Follow-up Letters
Sample A
Hello David,
Thanks for a great meeting yesterday. I feel the presentation was a success, and the feedback
from you and your team was encouraging. Based on some of the points raised by you in the
meeting, I had some further ideas, particularly related to the print media campaign. I hope I can
raise them next time we meet.
Speaking of which, how about we schedule another presentation in around a week's time? I can
then prepare the projection reports your team asked for.
I will call you by the end of the week to confirm a meeting time.
Yours Sincerely,
Gareth Ewing
Sample B
Dear Dr. Greg,
It was great speaking with you and the team last time. We are all excited about this new
partnership between your university and ours.
I would like to gently follow up on the memorandum of agreement which we discussed last
meeting. Once I receive the agreement, I will endorse it to our legal department for review, and
will return it to you the soonest so our universities can commence with our activities.
I am looking forward to a productive partnership with you. Cheers!
Best regards,
Dr. Kristoffer
Communicative Learning Activity Writing a Follow-up Letter
Study the example follow-up letter with a poorly written text. Improve it by following steps for
writing a follow-up letter. Write the improved version on the space provided below.
Hey Dave !
I liked giving you my business presentation a couple of weeks back. As I said, we can easily increase
your profits two-fold in the next couple years using my marketing techniques. I guarantee that it. I
think we can go ahead and sign a deal, although I did have some concerns about your partner's
resistance to the print media campaign I outline. Anyway, let's close the deal. Soon! This is Gary.
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____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
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____________________________________________________________________________________________
WRITING NETIQUETTE
Whether you are writing text messages, emails, memos, letters and posts on social media in a
professional context, you should be familiar with proper etiquette for using the internet. It is called
“netiquette.”
What is netiquette? The term refers to THE
right manner or protocol for communication on the
Internet. What we create, post and do via online
technologies can leave a lasting image. The text
messages, emails, photographs or blogs we post on a
web page or social media accounts can create an
impression of your personality. The nasty remarks or
reactions you post on your Facebook page or Tweeter
newsfeed may come back to haunt you later.
In writing in an online environment, you do not only need tact and skill but also an
impression that will boost you character. Awareness that what you are write or post online, which
may be there for a long time, should be considered before writing or posting. The text messages,
letters, business proposals, press releases, or any written communication will represent yourself and
your company. Hence, you should observe the etiquette or protocol of writings that are clear,
concise, constructive, and professional.
Listed on the next page are the several guidelines that you may consider before writing and
posting online.
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Texting
Always consider your audience and your company, and
choose words, terms, or abbreviations that will deliver
your message appropriately and effectively.




Know your recipient.
Use appropriate symbols and codes.
Never abuse text messaging.
Don’t text while driving.
Email
Email is very useful for messages for personal or business purposes. It contains slightly more
content than a text message. In more established companies, they prefer to use with fairly brief
messages for efficient and effective communication.











Start with proper salutation.
Use clear, short and specific subject line.
End with your name, company information and
signature.
Avoid abbreviations.
Observe conciseness and good format.
Reread, revise and review before sending to intended
recipients.
Reply promptly and use “Reply All” sparingly.
Avoid using all caps.
Give feedback or follow up.
Test provided links.
Avoid sending emails with large files.
The sample email below demonstrates the principles listed above.
From: Steve Jobs <sjobs@apple.com>
To: Human Resources Division <hr@apple.com>
Date: September 12, 2015
Subject: Safe Zone Training
Dear Colleagues:
Please consider signing up for the next available Safe Zone workshop offered by the College.
As you know, our department is working toward increasing the number of Safe Zone
volunteers in our area, and I hope several of you may be available for the next workshop
scheduled for Friday, October 9.
For more information on the Safe Zone program, please visit
http://www.cocc.edu/multicultural/safe-zone-training/
Please let me know if you will attend.
Steve Jobs
CEO Apple Computing
sjobs@apple.com
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Memos
As “in house” or company’s documents, memoranda, or memos, are one of the most adaptable
document forms used in professional settings. They are usually used for asking and giving
information, company policy, business reports and proposals. They are often used to inform but they
are sometimes to persuade. Most companies nowadays use template for their memos and letters.
Memos are “in house” documents (sent within an organization) to pass along or request information,
outline policies, present short reports, and propose ideas. While they are often used to inform, they
can also be persuasive documents. A company or institution typically has its own “in house” style or
template that is used for documents such as letters and memos.
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Follow strictly the institutional memo format.
Complete the memo header block. It appears at the top left side of the memo, immediately
under the word Memo or Memorandum. It is always in large, bold and capitalized letters.
Place a horizontal line under your header block, and place your message below.
TO:
(Provide the recipient’s full name, and position or title within the organization)
FROM: (Include the sender’s full name and position or title
DATE: (Indicate the full date on which the memo is sent)
SUBJECT or RE: (A brief phrase that concisely describes the main content of your memo)

Organize the memo message very well. Regardless of the length, memo message should
follow an organization principle. In writing the memo, you should consider the following
questions: Do I have to read this? Why do I have to read this? What do I need to know? What
am I expected to do now or later?
The length of a memo can range from a few short sentences to a multi-page report that includes
figures, tables, and appendices. Whatever the length, there is a straightforward organizational
principal you should follow. Organize the content of your memo so that it answers the following
questions for the reader:
1. Opening: Do I have to read this? Why do I have to read this?
2. Details: What do I need to know?
3. Closing: What am I expected to do now?
Letters
Letters are written communications usually sent to intended recipients that are outside the
organization. They are usually printed on letterhead paper bearing the business name, address and
contact numbers.
Along with emails and memos, the company still uses letters to communicate formally with a
potential employer (application/cover letter) or introduce a product or service or other purposes
(Transmittal letters, Recommendation letters, Complaint letters, Petition letters etc.)
There are many types of letters and carry different forms and contents. In this lesson, the
fifteen elements of a traditional block-style letter are considered.
Below is the sample letter of transmittal from Technical Writing Essentials by Suzan Last
meant to introduce a technical report to its recipient.
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In writing letters, observe the seven (7) main parts:
1.
2.
3.
4.
5.
6.
7.
Letterhead/logo: Sender’s name and return address
The heading: names the recipient, often including address and date
Salutation: “Dear ______ ” use the recipient’s name, if known.
The introduction: establishes the overall purpose of the letter
The body: provdies the details of the message
The conclusion: restates the main point and may include a call to action
The signature line: often includes the contact information
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Lesson 6: Communication for Academic Purposes
Learning Outcomes
At the end of the lesson, you are expected to achieve the following:
1. Identify and apply the different stylistic elements of good academic writing.
2. Develop a socio-political analysis paper or a position paper.
3. Write a research-based documented essay observing stylistic conventions of academic
writing.
Academic Writing
Academic writing refers to a style of
expression that researchers use to define the
intellectual boundaries of their disciplines and
specific areas of expertise. It is designed to
convey agreed meaning about complex ideas or
concepts for a group of scholarly experts.
STYLISTIC ELEMENTS OF GOOD ACADEMIC WRITING
The accepted form of academic writing in diverse disciplines can vary considerably depending
on the intended audience and the organizational outline. However, most university-level academic
papers require careful attention to the following stylistic elements:
The Overall View. Unlike journalistic or fiction writing, the overall structure of academic
writing is formal and logical. Thus, it is important to take note of the following points:
 The paper must be cohesive and possess a logically organized flow of ideas -- this suggests
that the various parts are connected to form a unified whole.
 There should be transitional devices or narrative links between sentences and paragraphs
so that the reader will be able to follow your argument.
 The introduction should include an explanation of how the rest of the paper is organized
and all sources are properly cited throughout the paper.
Language. The analysis of research problems in diverse disciplines is often complex and
multi-dimensional. Hence, it is significant that you use language that fits your audience and
matches your purpose. Inappropriate language uses can undermine your argument, damage your
credibility, or alienate your audience. Here are some points to remember:

The key to successful writing focuses on the levels of formality and conciseness that
underscores writing in a style that your audience expects and that fits your purpose.

Use clear topic sentences and well-structured paragraphs to enable readers to follow
your line of thinking without difficulty.
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 Avoid using in-group jargons or specialized language used by groups of like-minded
individuals. You have to bear in mind that you only use in-group jargon when you are
writing for members of that group. You should never use jargon for a general audience
without first explaining it.

Avoid using slang or idiomatic expressions in general academic writing.

Avoid using euphemisms or words that veil the truth and other deceitful language.

Avoid using biased language including language with a racial, ethnic, group, or gender
bias or language that is stereotypical.
Academic Tone. The overall tone refers to the writer's voice in a written work. It is what the
readers might perceive as the writer's attitude, bias, or personality. When writing in an academic
tone, you must take into consideration the following points:
 Present the arguments of others
objectively and with an appropriate
narrative tone.
 Describe these arguments accurately
and without biased or loaded language
whenever you present an argument or a
position that you disagree with.
 Investigate the research problem from
an authoritative perspective.
 State the strong points of your
arguments
confidently
by
using
language that is neutral, not dismissive
or confrontational.
 Avoid making broad generalizations,
using over-sweeping adjectives, adverbs,
qualifiers, emotional language and
inflammatory language.
Academic Diction. Academic diction refers to the linguistic choices a writer makes to
effectively convey an idea or a standpoint. When writing in an academic diction, you must take note
of the following points:
 Awareness of the words you use is vital
because words that have almost the same
denotation or dictionary definition can have
very different connotations or implied
meanings.
 Use concrete and specific words that convey
precise meaning.
 Explain what you mean within the context
of how that word or phrase is used within a
discipline.
 Be consistent with your labels. Call people
what they want to be called. Use gender
inclusive language. Avoid placing gender
identifiers in front of nouns.
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 Avoid the use of the following:
o slang expressions (very informal language that is usually spoken rather than
written, used especially by particular groups of people);
o cliché phrases (ideas or expressions that have been used too often and is often
considered a sign of bad writing or old-fashioned thinking);
o metaphors or figures of speech (words or phrases used in a non-literal sense for
rhetorical or vivid effect);
o colloquialisms (common words or phrases used in a nontraditional and informal
way);
o jargons (special words or expressions used by a particular profession or group and
are difficult for others to understand);
o big words (difficult words or phrases used for the sake of sounding scholarly);
o meaningless words (words or phrases that hold little meaning when you consider
the potentially diverse backgrounds of your reading audience);
o platitudes (clichés that also pretend to offer advice, lesson, or moral guidance);
o pejoratives (words or phrases that express the bias of the author);
o contractions (words made by shortening and combining two words), and textmessages or short message service (SMS) spellings
o These casual expressions may be appropriate in informal or personal messages, but
they are inappropriate in academic research papers.
 Use personal pronouns carefully. Generally, you also want to avoid using the personal "I"
in an academic paper unless you are writing a reflection paper or a reaction paper.
 Writing from the third-person point of view is important in academic research writing
because it makes your paper sounds more assertive, more professional and credible.
Punctuation. To establish the narrative tone of their work, scholars rely on precise words and
language. Thus, punctuation marks are used very deliberately.
 Semi-colons represent a pause that is
longer than a comma, but shorter than a
period in a sentence. In general, there are
four grammatical uses of semi-colons:
- when a second clause expands or
explains the first clause;
- to describe a sequence of actions or
different aspects of the same topic;
- placed before clauses which begin
with “for instance”, “even so”,
"nevertheless", and "therefore"; and
- to mark off a series of phrases or
clauses which contain commas.
If you are not confident about when to
use semi-colons, rewrite using shorter
sentences or revise the paragraph.
 Colons should be limited to introducing,
announcing or directing attention to a list, a
noun or noun phrase, a quotation, or an
example/explanation; joining sentences; and
expressing time, in titles, and as part of
other writing conventions.
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 Hyphens should be limited to connecting prefixes to words like “multi-disciplinary” or
when forming compound words or phrases like “on-site” and “right-of-way.”
 Dashes should be limited to the insertion of an explanatory comment in a sentence.
 Exclamation points are rarely used to express a heightened tone because it can come
across as unsophisticated or over-excited.
Academic Conventions
The most important aspect of academic writing is citing sources in the body of your paper and
providing a list of references as either footnotes or endnotes. When considering academic
conventions, you must take into consideration the following points:
 It is essential to always acknowledge the
source of any ideas, research findings, data,
paraphrased, or quoted text that you have
used in your paper as a defense against
allegations of plagiarism.
 With reference to academic writing purposes,
the guidelines for fair use are reasonably
explicit. This means that you may quote from
or paraphrase material from previously
published works without formally obtaining
the copyright holder’s permission.
Fair use means that you legitimately use brief excerpts from source material to support and develop
your own ideas. However, quoting or paraphrasing another’s work at excessive length, to the extent
that large sections of the writing are unoriginal, is not fair use.
 Rules concerning precise word structure and excellent grammar do not apply when
quoting someone. To set off and represent exact language either spoken or written that
has come from somebody else is the primary function of quotation marks. Direct
quotations involve incorporating another person's exact words into your own writing.
 The following covers the basic use of quotation marks:
- Quotation marks always come in pairs. Do not open a quotation and fail to close it
at the end of the quoted material;
- Capitalize the first letter of a direct quote when the quoted material is a complete
sentence;
- Do not use a capital letter when the quoted material is a fragment or only a piece
of the original material's complete sentence;
- If a direct quotation is interrupted mid-sentence, do not capitalize the second part
of the quotation;
- Note that the period or comma punctuation always comes before the final
quotation mark. However, it is important to realize also that when you are using
some other form of documentation, this punctuation rule may change;
- When quoting text with a spelling or grammar error, you should transcribe the
error exactly in your own text. However, also insert the term sic in italics directly
after the mistake, and enclose it in brackets. Sic is from the Latin, and translates
to "thus," "so," or "just as that." The word tells the readers that your quote is an
exact reproduction of what you found, and the error is not your own;
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-
-
When there is a quote within a quotation, enclose the inner quote in single quotation
marks and the whole quotation in double quotation marks;
Direct quotations which run to less than five lines are integrated in the text and simply
enclosed in quotation marks;
Quoted material that runs from five or more lines are indented seven spaces, italicized,
and typed single space. The quotation is also indented at least four spaces from the
right-hand margin. No quotation marks are used; and
Quotations are most effective if you use them sparingly and keep them relatively short.
Too many quotations in a research paper will get you accused of not producing original
thought or material.
 The scholarly convention of citing sources allows readers to identify the resources you
used in writing your paper so they can independently verify and assess the quality of
findings and conclusions based on your review of the literature.

 Other examples of academic conventions to follow include the appropriate use of headings
and subheadings, properly spelling out acronyms when first used in the text, and avoiding
unsupported declarative statements.
Evidence-Based Reasoning
Coursework often asks you to express your own
standpoint about the research problem. However,
what is valued in academic writing is that
viewpoints or opinions are based on what is often
termed, evidence-based reasoning. This type of
reasoning underscores the following:
 A sound understanding of the pertinent
body of knowledge and academic debates
that exist within, and often external to
your discipline;
 The need to support your opinion with evidence from scholarly sources;
 An objective stance presented as a logical argument;
 The quality of your evidence will determine the strength of your argument; and
 The challenge is to convince the reader of the validity of your opinion through a welldocumented, coherent, and logically structured piece of writing, which is particularly
important when proposing solutions to problems or delineating recommended courses of
action.
Thesis-Driven.
Academic
writing is
“thesis-driven.” This implies the following:

The starting point is a particular
perspective, idea, or position applied to
the chosen topic of investigation, such
as, establishing, proving, or disproving
solutions to the research questions
posed for the topic.
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 A problem statement without the research questions does not qualify as academic writing
because simply identifying the research problem does not establish for the reader how you
will contribute to solving the problem, what aspects you believe are most critical, or suggest
a method for gathering data to better understand the problem.
Complexity and Higher-Order Thinking. Academic writing addresses multifaceted issues
that require higher-order thinking skills applied to understanding the research problem such as
creative, critical, logical, and reflective thinking as opposed to, for example, prescriptive or
descriptive thinking. When considering complexity and higher-order thinking skills, you must take
note of the following:
 Cognitive processes that describe
abstract ideas that cannot be
easily shown with images,
pointed to, or acted out and are
used to express concepts, to
comprehend,
and
to
solve
problems comprise higher-order
thinking skills.
 Reflect on this: One of the most
significant attributes of a good
teacher is the ability to explain
complexity in a way that is
understandable and relatable to
the topic being presented. This is
also one of the main purposes of
academic writing -- examining
and explaining the significance
of complex ideas as clearly as
possible.
 As a writer, you must adopt the role of a good teacher by summarizing a lot of complex
information into a well-organized synthesis of ideas, concepts, and recommendations that
contribute to a better understanding of the research problem.
Refining Academic Writing
To improve your academic writing
skills, you should focus your efforts on four
key areas:
Clear Writing. The act of thinking
about precedes the process of writing about.
Good writers spend sufficient time distilling
information and reviewing major points
from the literature they have reviewed
before creating their work. Writing detailed
outlines can help you clearly organize your
thoughts. Effective academic writing begins
with solid planning, so manage your time
carefully.
Excellent Grammar. Generally, English grammar can be difficult and complex; even the best
scholars take many years before they have a command of the major points of good grammar. Take
the time to learn the minor and major points of good grammar to avoid presenting papers riddled
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with errors. Spend time practicing writing and seek detailed feedback from professors. Good
proofreading skills and proper punctuation can significantly improve academic writing.
Credible and Scholarly Sources. Credibility is defined as the quality or power of inspiring
belief. Credible sources, therefore, must be reliable sources that provide information that one can
believe to be true. It is important to use credible sources in an academic research paper because
your audience will expect you to have backed up your assertions with credible evidence. The five
best resources to help you in writing a research paper include: your University’s Library; Google
Scholar, RefSeek, the Internet Public Library (ipl2), and the Education Resources Information
Center (ERIC).
 Your University’s Library provides you
access to several resources such as
online databases, e-books, books,
journals, and other research articles.
 Google Scholar is a resource that
provides you a list of journal articles,
portable document formats (pdfs), and
websites focusing on much more credible
and scholarly sources appropriate for an
academic research paper.
 RefSeek is a resource that allows you to
research specifically for documents,
giving you a better chance of finding
credible information to help you write
your research paper.
 Internet Public Library (ipl2) is a resource
that allows you to search by subject. It
links to websites, rather than scholarly
journals.
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 Education
Resources
Information
Center (ERIC) is a database that
primarily focuses on education, but it
also includes a number of related topics
such as psychology, social work, and
other social issues.
On the other hand, you must refrain from using the following sources when writing an
academic research paper: The Dictionary, About.com, and Wikipedia.com, as well as other Wikis.

The Dictionary is a good sources; however,
it could not provide you with a more
specialized definition of terms needed in an
academic research paper.
 About.com
could
provide
useful
information such as novel ideas and
information related to fashion, health,
sports, entertainment and the like.
However,
such
information
is
irrelevant
to
academic
research
writing.
 Wikipedia.com and other Wikis are also
good websites; however, the problem with
them is that anyone can write and edit
them, hence you cannot vouch for the
credibility of the given information.
Consistent Stylistic Approach. When your professor expresses a preference to use the
American Psychological Association (APA) style, or the Modern Language Association (MLA) style
or the Chicago Manual of Style, choose the suggested style guide and stick to it. Each of these style
guides provide rules on how to write out numbers, references, citations, footnotes, and lists.
Consistent adherence to a style of writing helps with the narrative flow of your paper and improves
its readability.
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ACADEMIC PAPERS
SOCIO-POLITICAL ANALYSIS PAPER
A socio-political analysis paper can be
defined as an analysis of the economic, social, and
political factors that shape a particular country or
situation and how these factors impact the lives
and thoughts of the people. It is considered a
powerful tool for understanding how countries
work and what might be done to help them cope
with their challenges in order to reform and to set
their priorities in a way that make them more
likely to succeed.
Guidelines in Writing a Socio-Political Analysis Paper
Crafting a strong socio-political analysis paper depends largely on its structure and
understanding of the role of each component of the paper.
A Clear Introduction. The paper should begin with introductory paragraphs that introduce
your readers to the problem or question you are addressing; lay out the thesis statement; and
provide them a “roadmap” on how you will defend your thesis. In the introduction, you may likewise
present a general background information or provide your own motivation for writing.
The Problem. The problem refers to the wider subject or question you are trying to address
with your paper. You may situate your more specific argument within a broader
problem that states why your paper is relevant economically, socially and politically.
The Thesis. An argumentative thesis statement is not synonymous to the topic of the paper,
nor a statement of fact, nor an observation about the text so obvious or general that
no one would dispute it. Rather, it is an argument or a declaration of what you will
accomplish in the paper. Typically, a thesis takes the form of one to two sentences
placed towards the end of the introductory paragraph.
The Roadmap. The roadmap is a plan that follows the thesis statement. It operates like a
preview of the paper’s main points which is presented in logical order. Such a plan is
highly encouraged on the account that it not only lends clarity to the structure of your
argument, but also provides a check for the logical coherence of the points you make.
Sample Introduction: Underlying Socio-Political Processes Behind the 2016 US ElectionA Socio-political Analysis Paper written by John Bryden and Eric Silverman (2019)
Introduction
Donald Trump’s victory in the GOP primaries and the Presidential
race surprised political analysts and confounded pollsters. Trump achieved
this victory via a populist campaign which incorporated racially-charged
and misogynistic language (Brexit, 2017 and Valentino et al., 2018). This
unusual campaign shifted the direction of the GOP and the US right-wing
toward the far-right of the political spectrum (Valentino et al., 2018). An
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important factor behind this success was the campaign’s use of social media
communication channels, especially Twitter (Francia, 2017).
Twitter, and social media in general, have become important tools
for politicians and their followers to spread political messages (Bennett,
2003; Farrell & Drezner, 2008; Sunstein, 2009; Conover et al. 2012; and
Duggan & Smith, 2016). The hierarchical structures commonly found in
social media networks mean that well-connected politicians act as hub
nodes, with information and influence spreading outward over the network.
Political parties form clusters which reside at the centre of these networks
(Farrell & Drezner, 2008; Duggan & Smith, 2016; Vergeer, 2015; and
Jungherr, 2016). As intra-party discourse is increasingly taking place
online, traditional boundaries between politicians, activists, party-members
and members of the public have become increasingly blurred.
The increased openness of parties moving their political discourse
online has undoubted benefits for transparency and accountability. The
concern is the opportunity this provides for an external group to target the
online presence of a political party, and then start to dictate their political
direction. The ability of a minority group to rapidly generate a new political
faction and take control of a major political party in this way can cause
problems for democracy (Hume, 2002; and Linz & Stepan, 1978). Such a
novel process would differ radically from more traditional models of
dynamics amongst political elites who occupy different internal factions of a
party (Hume, 2002; and Harmel et al.,1995), moving to a model whereby
external factions play a stronger role (Harmel et al., 1995; Zariski, 1960;
and Budge et al., 2010). In this work, the author looks for evidence of an
external group influencing the online presence of the GOP in the run up to
the 2016 election and how this can explain the shift in the party’s direction.
The authors’ work seeks to understand how communities of activists
might provoke such a significant shift in the attitudes and rhetoric of a
major political party. The authors looked for how political activists
organised themselves and their political messaging, and how these aspects
changed over time. Likewise, the authors did this by examining Twitter
data in the context of the 2016 election, given that Twitter has been shown
to reflect US national polling aggregates accurately (Bovet et al., 2018). By
studying these changes, the authors can analyse and document shifting
allegiances during the election cycle, and the roles of different factors
driving these dynamics.
* Note: The GOP or the Grand Old Party also refers to The
Republican Party.
* Disclaimer: In order to adhere to the stylistic elements of academic
writing, the authors modified the in-text citation format and the point of
view used in the sample socio-political analysis paper.
A Well-organized Body. The body of the paper follows the introduction. It is in this part
where you develop your thesis and defend it with detailed evidence. The structure of the body
should follow the roadmap that you have provided in the introduction. It must be structured
logically so that each point and paragraph flows from the preceding one.
In writing the body, you should take into consideration the main defenses that you need to
make in order to substantiate your thesis and should think about what order makes the most sense;
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how does each proposition relate to the next; and their relationship to the main thesis. Frequently,
the last section of the body of the paper considers alternative explanations or counter-arguments to
yours which you present and then argue against in further defense of your thesis. This is not always
necessary, but in a socio-political analysis paper, it is often a good way to defend your thesis from
others’ best counter-arguments.
Sample: Body of a Socio-Political Analysis Paper titled: Underlying Socio-Political Processes
Behind the 2016 US Election - A Socio-political Analysis Paper written by John
Bryden and Eric Silverman (2019)
An Excerpt of the Body of a Socio-Political Analysis Paper
To study social and socio-political processes, the authors’ method
incorporates two key novel aspects. First, an innovative sampling procedure
which allows them to target and download key groups of interest. Second, their
generated data shows how groups evolve over time, including the shifting
allegiances of group members. Since these data are dynamic networks, this
approach can enhance their understanding of dynamic social processes. While
much modelling work has been done (Gross & Blasius, 2008; Bryden et al., 2011;
Mantovani et al., 2011; Ramos et al., 2015; and Böttcher et al., 2018), the next
step is to bring these models to data such as that presented in this work (Lazer
et al., 2009; Lazer et al., 2010; Gonçalves & Perra, 2015; and Weaver (2018).
Given the self-selecting nature of Twitter groups, the authors may be
concerned that the groups they have found may not truly reflect the position of
the party’s base. However, the high levels of intra-group connections are
representative of an interconnected political party (Conover et al., 2012; and
Bryden et al., 2013). The behaviour observed in this sample during the 2016
election cycle does match the behaviour seen during the rise of the Tea Party and
victory of Trump in the primary elections. The sample here was targeted initially
at the Alt-right, but the authors found connected accounts which were also
associated with the right-wing of both the US and other countries, suggesting
that the sample has captured a wide swathe of right-wing political
communication and not just fringe groups or extremist individuals. The sample
also went beyond the right-wing political sphere and sampled a loosely intraconnected group of general Twitter accounts (see group marked * in Fig 1),
indicating that it had captured a comprehensive picture of those accounts
associated with the US right-wing.
Social media has continued to expand its influence over the political
process (Bennett, 2003; Farrell & Drezner, 2008; Sunstein, 2009; Conover et al.,
2012; Duggan & Smith, 2016; Vergeer, 2015; Jungherr, 2016; and Bovet et al.,
2018). These technologies enable individuals to easily connect with one another,
based on shared political opinions. It follows that they are likely to be playing a
strong role in recent social-political movements by allowing politicians to rally
disaffected individuals. At the very least, social media data allow the authors to
observe the processes behind changing political factions. Understanding these
processes, and how they happen is critically important to understanding modern
democracy and voter’s behaviour, and the method marks a step change in how
political factions can be identified, analysed, and tracked.
* Disclaimer: In order to adhere to the stylistic elements of academic writing,
the authors modified the in-text citation format and the point of view used in
the sample socio-political analysis paper.
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A Strong Conclusion. The last component of the paper is the conclusion. Here, you should
restate the main ideas; summarize the main concepts or key arguments of the paper and reinforce it
without repeating or rewording the introduction or body of the paper; draw a conclusion based on
the information; and include suggested courses of action and possible solutions or recommendations.
Sample: Conclusion of a Socio-Political Analysis Paper titled: Underlying Socio-Political
Processes Behind the 2016 US Election - A Socio-political Analysis Paper written by
John Bryden and Eric Silverman (2019)
Conclusion
Donald Trump’s ascent to the Presidency has prompted a great deal of
effort amongst pollsters, political scientists and social scientists to unearth the
reasons for his unexpected success. Here, the authors provide a method to
follow the shifts in group membership and influence that can occur in political
parties, and in so doing provide indicators of impending moves toward
extremism within those parties. The results fit into a picture where the Trump
campaign’s mobilisation of a targeted group of supporters more than made up
for Clinton’s funding advantage (Böttcher et al., 2018; and Melo (2018): A
significant shift in the US political landscape. With that in mind, developing a
more robust understanding of how political factions can be identified and
analysed can give readers a way to follow these fast-appearing and highlymotivated supporter groups, and their influence on politics.
* Disclaimer: In order to adhere to the stylistic elements of academic
writing, the authors modified the in-text citation format and the point of
view used in the sample socio-political analysis paper.
Socio-Political Analysis Paper Performance Task Sheet: Prepare to Analyze, Defend, and Write
1. Prepare a Socio-Political Analysis Paper, following the aforecited structure. The topic is on
“Online Learning in Third World Countries”.
2. Proofread your work to ensure that:
a. There are no glaring grammatical or typographical errors that might affect your paper;
b. Sufficient supporting details have been provided for each paragraph.
c. All sources have been properly cited; follow the APA format for Page 2 onwards;
d. The third person perspective is used, since you are presenting statement of facts instead
of a personal belief or narrative; and
e. Your paper is not simply a summary of articles, evidence and authoritative references.
3. Reminders:
 Limit your Socio-Political Analysis Paper to 500-600 words (short bond paper);
references excluded; the first page serves as your title page.
 Use the font style Arial Narrow, font size 12, with 1.5 spacing and 1” margin on all sides.
 Your paper will be scored using the Rubric for Assessment of Academic Papers adapted
from Whalen, S. “Rubric from Contemporary Health Issues Research Paper”
Details of submission will be discussed by your professor.
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POSITION PAPER
The position paper aims to generate
support on an issue. It describes the authors’ or
organization’s position on an issue and the
rationale for that position. It is based on facts
that provide a solid foundation for the authors’
argument.
In the position paper the authors should
use evidence to support position, such as
statistical evidence or indisputable dates and
events; validate position with authoritative
references or primary source quotations;
examine the strengths and weaknesses of the
position; and evaluate possible solutions and
suggest courses of action.
Guidelines in Writing a Position Paper
Just like a socio-political analysis paper, crafting a strong position paper depends largely on
its structure and understanding of the role of each component of the paper.
A Clear Introduction. The paper should begin with introductory paragraphs that introduce
your readers to the problem or question you are addressing, lay out the thesis statement or main
position, and provide readers with a “roadmap” on how you will defend your thesis. In the
introduction, you may likewise present a general background information or provide your own
motivation for writing.
The Clever Hook. The introduction should start with statements written in a way that
catches your readers’ attention. This part will not only identify the subject of the
paper but it will likewise make the readers want to learn more about the subject.
The Identified Issue. The third part of the introduction should show the main issue of the
paper. Here you give the highlight and interpretation of facts.
The Authors’ Position. The introduction should end with a solid thesis statement that
expresses your position on the topic. The thesis statement essentially serves as a
mini-outline for the paper. It helps you to assert or articulate your ideas and helps
readers understand the purpose of the paper.
Introduction of a Position Paper titled: COVID-19 Position Paper: A
Multidimensional Crisis that Affects All - A Position Paper written by the European
Students’ Union
Sample:
Introduction
The recent outbreak of COVID-19 is the gravest health crisis the world
has seen in a century. A significant proportion of asymptomatic carriers of the
disease, often with mild symptoms that can be confused for other illnesses, and
a lack of sufficient testing makes it extremely hard to accurately assess the
number of infected people. The death toll and the number of patients in urgent
need of hospital treatment however is still exponentially increasing in most
affected areas (The Centre for Evidence-Based Medicine Website, 2020).
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On Monday the 6th of April (06.04.2020), the World Health Organisation
counts 1.133.758 reported cases and 62.784 deaths. Alongside with the United
States, Europe remains an epicentre of the global pandemic, with 621.407
confirmed cases (World Health Organization Website, 2020).
These figures exploded in a matter of days, putting Europe’s national
healthcare systems in severe distress, with some (such as Italy’s and Spain’s)
currently on the verge of collapse. One reason for this is the slow pace and
delays in taking action on part of the European decision-makers, with crisis
response starting in mid-March while international spread started in January
and major outbreaks outside China in mid-February. The current political
answer to ease the pressure on healthcare systems has included travel bans,
closure of frontiers (also within the Schengen area), schools, universities, public
buildings, and workplaces. Some of the most severely hit countries enforced a
complete lockdown including the shutdown of all non-essential economic
activities.
The implications of this pan-European lockdown are rapidly
transforming a health crisis into an economic and social crisis. As a segment
within wider society, students are hit in multiple ways while facing potentially
extreme social and economic distress deriving from the response to the crisis.
* Disclaimer: In order to adhere to the stylistic elements of academic
writing, the authors modified the in-text citation format in the sample position
paper.
A Well-organized Body. The body of the paper follows the introduction. It is the nerve center of the
paper where you develop your thesis and defend it with detailed evidences. The structure of the
body should follow the roadmap that you have provided in the introduction. It must be structured
logically so that each point and paragraph flows from the preceding one.
In writing the body, you should take into consideration the main defenses that you need to make
in order to substantiate your thesis and should think about what order makes the most sense, how
does each proposition relate to the next, and their relationship to the main thesis.
Frequently, the last section of the body of the paper considers alternative explanations or
counter-arguments to yours which you present and then argue against in further defense of your
thesis. This is not always necessary, but in position paper, it is often a good way to defend your
thesis from others’ best counter-arguments.
After providing a brief introduction of your organization or country and its history concerning
the topic, present the following typical contents of a good position paper:







the issue and how it affects your organization or country;
your country’s/organization’s policies with respect to the issue and your
organization’s/country’s justification for these policies;
statistics to back up your organization’s/country’s position on the issue;
actions taken by your organization/government with regard to the issue;
reputable international, regional and/or national agencies’ actions that your
organization/country supported or opposed;
what your organization/country believes should be done to address the issue;
what your organization/country would like to accomplish in the committee’s
resolution;
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
how the positions of other organizations/countries affect your
organization’s/country’s position; and

your best alternative explanations or counter-arguments.
Sample: Body of Position Paper titled: COVID-19 Position Paper: A Multidimensional Crisis
that Affects All - A Position Paper written by the European Students’ Union
An Excerpt of the Body of a Position Paper
The European Council of the 26th March 2020: The decision to postpone any
decisions.
Notwithstanding the urgency of the situation, the Eurogroup failed to
come up with concrete proposals to tackle the crisis and demanded the
European Council to decide on the way forward. The European Council on the
26th of March 2020, mainly dedicated to COVID-19, endorsed stronger
coordination to ease the movement of necessary goods, the pooling of scientific
resources to fight against the virus and the coordination for supplying medical
equipment where needed (Consilium.europa.eu Website, 2020).
With regard to the economic issues however, the Council decided to not
decide. Instead, it asked the Eurogroup to come up with “proposals [that] should
take into account the unprecedented nature of the COVID-19 shock affecting all
our countries and our response will be stepped up, as necessary, with further
action in an inclusive way, in light of developments, in order to deliver a
comprehensive response”. Furthermore, the European Council invited the
Presidents of the European Council and the president of the European
Commission to “start working on a Roadmap accompanied by an Action Plan in
order to develop “a coordinated exit strategy, a comprehensive recovery plan
and unprecedented investment” (Ec.europa.eu Website, 2020).
The European Students’ Union believes that the future of its constituents
– the students it represents, lies in the well-being of the societies they live in,
and in the economies, they are going to contribute to once they finish their
studies. ESU, therefore, welcomes the proposal of a pan-European coordinated
Action Plan for the economic recovery of the continent, and calls on the EU to
coordinate its efforts with the countries of the wider Europe. On the other hand,
ESU regrets the indecisiveness of the European heads of State and government
in finding a common joint proposal for financing the economic management of
the crisis and the recovery of its aftermath. ESU hopes that the given deadline
of two weeks will provide the Eurogroup and the European Council with the
wisdom to understand that a common economic and financial response to the
crisis not only fulfils the commitment of solidarity within the EU, but is also in
the best interest of each Member State.
The European Students’ Union believes that the coronavirus crisis has
shown the importance of public investment in public goods such as welfare,
education, research and healthcare. ESU, therefore, calls for a central focus to
the investment in public goods within the Recovery Action Plan that will be
proposed by the Presidents of the European Council and of the European
Commission. In most of the issues related to public goods, the European Union
has only supportive competences. The European Students’ Union envisages the
Recovery Action Plan as a coordinated framework of measures with clear PanEuropean objectives. It should be co-developed and implemented by the
European Union and the Member States, taking advantage of the economies of
scale as well as the interdependencies and the spillover effects that national
measures have on the European economy as a whole.
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The Recovery Action Plan needs to become a channel of green transition
for the European continent: A Green Deal based on disinvestment on carbonintensive sectors and investment in carbon-neutrality of production,
transportation and delivery of energy and goods. The economic crisis resulting
from the current health crisis must not become an excuse to delay the action on
climate and environmental sustainability – this would only create even more
severe problems in the future both for the economy and public health. Instead,
Europe must see the synergies between the massive investments that will be
necessary to boost the economy and the urgently needed investments in the
green transition. When thousands of Europeans lose their jobs due to COVID19, let us make sure the new jobs we stimulate are green jobs, for example by
investing in energy renovation of buildings and electrification of the
transportation system.
To finance this plan, new resources need to be at disposal of the Union.
The Multiannual Financial Framework (MFF) needs to be bigger than the
currently negotiated proposals. New forms of autonomous resources for the EU
should be developed while envisaging the possibility to use a new common
financial instrument, directly managed by the Union and targeted on the
members states’ implementation of the objectives and the measures as set out in
the Action Plan.
* Disclaimer: In order to adhere to the stylistic elements of academic writing, the
authors modified the in-text citation format in the sample position paper.
A Strong Conclusion. The last component of the paper is the conclusion. Here, you should
restate the main ideas; summarize the main concepts or key arguments of the paper and reinforce it
without repeating or rewording the introduction or body of the paper; draw a conclusion based on
the information; and include suggested courses of action and possible solutions or recommendations.
Sample: Conclusion of Position Paper titled: COVID-19 Position Paper: A Multidimensional
Crisis that Affects All - A Position Paper written by the European Students’ Union
Conclusion
Europe and the United States are currently the epicenter of the
epidemic, but the pandemic poses a huge risk of expanding the COVID-19
crisis to the global south and to areas of the world with low capacity of the
healthcare systems or fragile economic conditions. The European Students’
Union calls for a global response to the pandemic, with full access to reliable
information, discoveries on the virus, its remedies and vaccines, as well as a
common response to the developing economic crisis.
This needs to be ensured through the coordination of global
organisations such as the United Nations and the World Health Organisation,
as well as the intergovernmental economic coordination fora. The European
Students’ Union supports the call of the UN Secretary General for a
worldwide ceasefire to commonly fight against the virus. Furthermore, ESU
commits itself to engage with the student organisations of the other continents
to share the experience of students and the mistakes of the handling of the
epidemic in Europe and to shape a common position of the Global Students
Forum on how to protect students in this crisis and respond to it, and how to
ensure a socially fair, green and sustainable recovery for our society as a
whole.
* Disclaimer: In order to adhere to the stylistic elements of academic writing,
the authors modified the in-text citation format in the sample position paper.
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Position Paper Performance Task Sheet: Prepare to Analyze, Defend and Write
Socio-Political Analysis Paper Performance Task Sheet: Prepare to Analyze, Defend, and Write
1. Prepare a Position Paper, following the aforecited structure.
a. Choose ONE topic from the following:
i. Fraternities and sororities in state universities
ii. Reviewing the K-12 Program in the Philippines
iii. Modernizing the traditional classroom
b. Take the position of a student of Batangas State University.
2. Proofread your work to ensure that:
 There are no glaring grammatical or typographical errors that might affect your paper;
 Sufficient supporting details have been provided for each paragraph.
 All sources have been properly cited; follow the APA format for Page 2 onwards;
 The third person perspective is used, since you are presenting statement of facts instead
of a personal belief or narrative; and
 Your paper is not simply a summary of articles, evidence and authoritative references.
3. Reminders:
 Limit your Position Paper to 500-600 words (short bond paper); references excluded; the
first page serves as your title page.
 Use the font style Arial Narrow, font size 12, with 1.5 spacing and 1” margin on all sides.
 Your paper will be scored using the Rubric for Assessment of Academic Papers adapted
from Whalen, S. “Rubric from Contemporary Health Issues Research Paper”
Details of submission will be discussed by your professor.
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RESEARCH-BASED DOCUMENTED ESSAY
A research-based documented essay is a
piece of writing in which the authors
incorporate information such as facts,
arguments, and opinions taken from the
writings of authorities in a particular field.
This type of paper presents and
supports the thesis by relying on outside or
secondary sources for development. It is similar
to a review of literature on the account that the
authors synthesize and identify the gaps in the
writings of authorities in specific fields and
then generate a new thesis statement out of
them.
Guidelines in Writing a Research-Based Documented Paper
Just like a socio-political analysis paper and a position paper, crafting a strong researchbased documented essay depends largely on its structure and understanding of the role of each
component of the paper.
A Clear Introduction. The paper should begin with introductory paragraphs that introduce
your readers to the problem or question you are addressing, lay out the thesis statement, and
provide them a “roadmap” on how you will defend your thesis. In the introduction, you may likewise
present a general background information or provide your own motivation for writing.
The Clever Hook. The introduction should start with two paragraphs written in a way that
catches your readers’ attention. This part will not only identify the subject of the
paper but it will likewise make the readers want to learn more about the subject.
The Identified Issue. The third paragraph of the introduction should show the main issue of
the paper. Here, you give the highlight and interpretation of facts.
The Authors’ Position. The introduction should end with a solid thesis statement that
expresses your position on the topic. The thesis statement essentially serves as a
mini-outline for the paper. It helps you to assert or articulate your ideas and helps
readers understand the purpose of the paper.
Sample: Introduction of a Research-based Documented Essay titled: Defying Convention: An
Explanation of China’s Explosive Economic Growth - A Research-based Documented
Essay written by David A. Rezvani, from the Dartmouth’s Institute for Writing and
Rhetoric - First Year Writing Portfolios
Introduction
Since the Deng Xiaoping reforms of 1978, China has soared into a rarified
atmosphere of explosive economic growth, skyrocketing past the wisdom of
conventional economics in its wake. What explains China’s remarkable economic
growth despite its centralized authoritarian regime and limited economic
freedom? Why has China developed in such a meteoric manner while other
countries that lack similar economic freedom remain mired in swamps of
transition? Effective and pragmatic central leadership helped create a
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developmental state set to drive economic growth by implementing gradual
reforms through experimentation rather than neo-liberal economic shock
therapies that plagued similar developing nations such as the Soviet Union in
the 1980s. Many scholars have also produced different explanations and two
chief contending schools of thought have materialized. In this essay, the two
competing schools of thought are designed as Decentralization: Federalism,
Chinese Style and Foreign Investment Driven Growth, which focus on the effects
of decentralization and foreign investment on China’s economic growth,
respectively. In direct contrast, the author will argue for the instrumental role of
centralized leadership as the principal catalyst behind China’s explosive
economic prosperity. China’s extraordinary economic boom was catalyzed by a
gradual reform process under the leadership of a strong and pragmatic central
party.
The author will begin the essay by making essential qualifications to the
argument for the critical role of centralized leadership to China’s economic
growth. Subsequently, the author will focus on discussing the logic and
shortcomings of two competing schools of thought designated as
Decentralization: Federalism, Chinese Style, and Foreign Investment. Following
the refutation of the two chief contending schools of thought, the essay will
launch into the argument for critical role of central leadership in the
implementation of gradual market-oriented reforms and their paramount effects
on China’s explosive economic growth. Lastly, the strong counter-argument
related to economic freedom and rule of law in terms of growth and development
will be challenged and refuted.
Before the author embark upon developing the argument for the role of
centralized leadership behind’s China’s remarkable economic growth, he must
make some qualifying statements that will dispel immediate counter-arguments
that do not pertain to the author’s thesis. First of all, the author not advocating
for an authoritarian regime in terms of sustained economic growth. Instead, he
makes the case that effective and centralized authoritarian leadership was the
root cause and catalyzed China’s economic development from 1978 to the early
2000s. It may very well be the case that a democratic government would be
more conducive to further sustained growth in the future, but that lies outside
the scope of this paper. This paper aims to explain why China’s economic
development was so extraordinary and successful. Secondly, there is a distinct
and significant difference between a centrally-planned economy and the
author’s argument for a centralized government with gradual market reform
policies. A centrally-planned economy disregards all market principles and
economic freedom, while the author’s thesis instead focuses on the role of
effective centralized leadership in implementing gradual market-oriented
reforms.
In the following section, the author will discuss, analyze, and refute two
major schools of thought that compete against the proposed thesis. By doing so,
the author plans to expose the weaknesses of the scholarly arguments in favor of
the impact of decentralization and foreign investment on stimulating China’s
economic growth. In fact, as the author’s discussion and analysis will clearly
show, many of their arguments actually support the author’s proposed thesis of
centralized leadership as the principal catalyst behind the remarkable economic
growth.
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* Disclaimer: In order to adhere to the stylistic elements of academic writing,
the authors modified the in-text citation format and the point of view used in
the sample research-based documented essay.
A Well-organized Body. The body of the paper follows the introduction. It is the nerve center of the
paper where you develop your thesis and defend it with detailed evidences. The structure of the
body should follow the roadmap that you have provided in the introduction. It must be structured
logically so that each point and paragraph flows from the preceding one. In writing the body, you
may consider the two approaches in arranging your arguments.
You can start with the most significant points or with the strongest arguments and end with
the least significant arguments. Likewise, you can start by presenting the least significant points
and end with the strongest one. It is noteworthy to mention that every argument should be
expressed in a distinct paragraph to avoid confusion among readers.
Moreover, since documented articles entails evidence, facts, and opinion, you need to back up
your arguments with quotes extracted from a scholarly source to induce the target audience’s mind.
You should accurately and thoroughly inform the readers what has already been published about
the issue or others related to it and noted important gaps in the research. You should provide
evidence to support your argument that the readers find convincing. The paper includes a
description of how and why particular evidence was collected and analyzed, and why specific
theoretical arguments or concepts were used.
The following structure is typical of a good research-based documented essay:
First Argument
First Piece of Evidence - presents a synthesis and identifies the gap/s in the writings
of authorities in a specific field extracted from a scholarly source, statistical
data, interviews with experts, and indisputable dates or events;
Second Piece of Evidence - presents a synthesis and identifies the gap/s in the
writings of authorities in a specific field extracted from a scholarly source,
statistical data, interviews with experts, and indisputable dates or events;
Second Argument
First Piece of Evidence - presents a synthesis and identifies the gap/s in the writings
of authorities in a specific field extracted from a scholarly source, statistical
data, interviews with experts, and indisputable dates or events;
Second Piece of Evidence - presents a synthesis and identifies the gap/s in the
writings of authorities in a specific field extracted from a scholarly source,
statistical data, interviews with experts, and indisputable dates or events;
Third Argument
First Piece of Evidence - presents a synthesis and identifies the gap/s in the writings
of authorities in a specific field extracted from a scholarly source, statistical
data, interviews with experts, and indisputable dates or events;
Second Piece of Evidence - presents a synthesis and identifies the gap/s in the
writings of authorities in a specific field extracted from a scholarly source,
statistical data, interviews with experts, and indisputable dates or events;
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Counter-argument
Evidence from Source(s) - present syntheses and quotes extracted from a scholarly
source, statistical data, interviews with experts, and indisputable dates or
events as your best alternative explanations or counter-arguments;
Evidence from Sources(s) to refute opposing view/s - present syntheses and quotes
extracted from a scholarly source, statistical data, interviews with experts, and
indisputable dates or events as your best alternative explanations or counterarguments; and
Finally, generate your new thesis statement based on the cited syntheses and gaps as
well as from the information that support your thesis statement.
Sample: Body of a Research-based Documented Essay titled: Defying Convention: An
Explanation of China’s Explosive Economic Growth - A Research-based Documented
Essay written by David A. Rezvani, from the Dartmouth’s Institute for Writing and
Rhetoric - First Year Writing Portfolios
An Except of the Body of a Research-Based Documented Essay
Addressing the Lack of Rule of Law and Economic Freedom Counter-argument.
There is a near consensus in economic literature that shows policies
characterized by economic freedom promotes high levels of economic growth.
Economic freedom entails the essential concepts of “a small government,
protection of private property, a well-functioning legal system, free competition
and few regulations.” Milton Friedman asserted that “I believe that free societies
have arisen and persisted only because economic freedom is so much more
productive economically than other methods of controlling economic activity.”
Hanke and Walters studied the relationship between economic freedom and GDP
per capita and found it significant and positive.
Goldsmith used the EFI (Economic Freedom Index) and showed that
developing countries that protect economic rights tend to grow faster, have
higher degrees of human well-being, and have a higher national income.
Moreover, people often point to the Asian economic powerhouses of Taiwan,
Japan, and South Korea as beaming examples of the economic growth propelled
by economic freedom under democratic regimes, and utilize them in refutation of
the role of an authoritarian, central party in economic development, such as that
of China. Taiwan is a multi-party, liberal democracy that is ranked highly in
terms of economic freedom and liberty of press as an advanced industrial
economy. Similarly, Japan is a multi-party parliamentary representative
democratic constitutional monarchy while South Korea is democratic
constitutional republic – both of which are high-income advanced economies.
These are all significant arguments against China’s economic growth, as
China lacks privatization of state enterprises, de-regulation, and rule of law. The
underlying authoritarian political philosophy that eschews democracy, rule of
law, and individual rights are in direct contrast to conventional economic
wisdom. Yet despite all the apparent contradictions, China experienced a GDP
averaging about 10 percent per year since reforms began in 1978, lifting more
than 500 million people out of poverty. In contrast, the average GDP growth of
all of South Asia was only 3.87 % and that of Sub-Saharan Africa was a
miniscule 0.23 % during a similar timeframe. Clearly, conventional economic
wisdoms has its flaws, especially regarding developing economies because 1) the
absolute importance of economic freedom and rule of law in economic growth has
been overstated, and 2) despite their current democratic status, the Asian “Tiger”
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Economies were all under the rule of a one-party, centralized regime during the
period of initial and explosive economic growth, further emphasizing the
importance of a central party.
The role of economic freedom in relation to economic growth and
development has been overstated. Empirical studies have found that although
greater economic freedom fosters economic growth, the level of economic
freedom, however, is not related to growth. In the words of the de Haan and
Sturm, “Our findings suggests that more economic freedom will bring countries
more quickly to their steady level of economic growth (if they are below that
level), but that the level of steady state growth is not affected by the level of
economic freedom.” Even the authors themselves were surprised and admitted
that, “this finding is not entirely in line with the view of the proponents of
liberalization.” Although the conclusion might be shocking at first, it makes
perfect sense as reflected by China. China’s gradual reforms starting in 1978
specifically targeted increasing economic freedoms in the agricultural sector and
market liberalizations for foreign investors, which catalyzed its path to a steadily
strong level of economic growth. Thus, once that stage was reached, the level of
economic freedom became insignificant.
Similarly, in his book dedicated to economic growth histories of
developing countries Dani Rodrik concluded, “The onset of economic growth does
not require deep and extensive institutional reform.” In other words,
institutional reforms such as rule of law, rather than rule of man, is unnecessary
to initiate economic growth. Furthermore, a study by Allen, Qian, and Qian,
concluded that “there exist informal financing channels and governance
mechanisms, such as those based on reputation and relationships” to support
China’s economic growth. Thus, although China may lack comprehensive formal
rule of law mechanisms and channels, there were extensive informal channels
that served as “excellent substitutes for standard corporate mechanisms,”
offering investors strong protection.
Furthermore, the counter-argument that attributes the economic success
of the Asian “Tigers” of Singapore, Taiwan, South Korea, and Japan to their
democratic regimes is misguided because all four nations were under centralized,
one-party rule during their initial stage of economic development. Beginning in
the 1960s, the GDP growth of the four nations averaged 7.5 percent per year for
three decades. From 1961 to 1979, South Korea was under the rule of Park
Chung-Hee, who established a strong authoritarian rule of a one-party regime.
As he said himself, “Democracy cannot be realized without an economic
revolution.” Park also formulated specific “Five-Year Plans” for gradual economic
reforms that were later emulated by Chinese leadership. Similarly, Taiwan was
under the military rule of Generalissimo Chiang Kai-shek when he implemented
gradual market reforms in agriculture and trade. The post WWII economic
miracle in Japan was spurred by economic policy under the centralized
leadership of the Ministry of International Trade and Industry that heavily
regulated development. Thus, a World Bank report admitted that the nondemocratic and authoritarian political systems during the early years of
development were instrumental in the so-called Asian “economic miracle.” These
examples of the economic miracles of the East Asian countries further support
my argument for the critical role of centralized leadership in initial economic
development, analogous to the authoritative parenting style that raises the most
successful children.
Lastly, the author must briefly refute Paul Krugman’s 1994 article, The
Myth of Asia’s Miracle, which generated significant publicity as Krugman boldly
asserted that the impressive growth rates of the East Asian economies were a
myth and un-sustainable because the rapid growth was achieved “in large part
through an astonishing mobilizing of resources” and “rapid growth in inputs.”
However, Krugman failed to realize that the astonishing mobilization of
resources is only capable because of the centralized regimes that have the power
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to authorize this type of massive resource mobilization. Furthermore, his
argument that there was no sign of increased economic efficiency in terms of
total factor productivity is flawed, especially applied to China, as Bosworth and
Collins found TPF growth in China that was higher than the developing world as
a whole. This was a result of gradual reforms that focused on improving
economic efficiency through acquisition of foreign technology and efficient
resource allocation. Thus, Krugman’s argument clearly has its limitations,
especially when applied to the case of China.
* Disclaimer: In order to adhere to the stylistic elements of academic writing, the
authors modified the in-text citation format and the point of view used in the sample
research-based documented essay.
A Strong Conclusion. The last component of the paper is the conclusion. Here, you should:




restate the main ideas;
summarize the main concepts or key arguments of the paper and reinforce it without
repeating or rewording the introduction or body of the paper;
draw a conclusion based on the information; and
include suggested courses of action and possible solutions or recommendations.
Sample: Conclusion of a Research-based Documented Essay titled: Defying
Convention: An Explanation of China’s Explosive Economic Growth - A Researchbased Documented Essay written by David A. Rezvani, from the Dartmouth’s
Institute for Writing and Rhetoric - First Year Writing Portfolios
Conclusion
This documented essay aimed to answer the essential question: What
explains China’s remarkable economic growth during the reform era? To begin,
the two chief contending schools of thought designated as Decentralization:
Federalism, Chinese Style and Foreign Investment were refuted and shown to be
inappropriate and insufficient when applied to analysis of China’s extraordinary
economic growth. The argument of the decentralization school is flawed because
both the effect of decentralization on economic growth and the extent of
decentralization in China have been overstated and over-exaggerated. The fatal
weakness of the foreign investment school of thought was exposed by examining
the fundamental dependency of foreign investment upon the quality of human
capital in terms of stimulating economic growth. In reality, the principle driver
behind China’s remarkable economic growth was the gradual reform process
under the leadership of a strong and pragmatic central party. Effective central
leadership created a developmental state set to drive economic growth by
implementing gradual reforms through experimentation rather than neo-liberal
economic shock therapies. The gradual market-oriented reforms under pragmatic
central leadership are the sparks that ignited China’s explosive economic boom,
in defiance of all conventions.
* Disclaimer: In order to adhere to the stylistic elements of academic writing,
the authors modified the in-text citation format and the point of view used in
the sample research-based documented essay.
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Rubric for the Assessment of Academic Papers
Exceptional
Proficient /
Very Good
Average / Fair
Needs
Improvement/
Poor
4 Points
3 Points
2 Points
1 Point
Integration
of
Knowledge
The paper
demonstrates
that the author
fully
understands
and has applied
concepts learned
in the course.
Concepts are
integrated into
the writer’s own
insights. The
writer provides
concluding
remarks that
show analysis
and synthesis of
ideas.
The paper
demonstrates
that the author,
for the most
part,
understands and
has applied
concepts learned
in the course.
Some of the
conclusions,
however, are not
supported in the
body of the
paper.
The paper
demonstrates
that the author,
to a certain
extent,
understands
and has applied
concepts
learned
In the course.
The paper does
not demonstrate
that the author
has fully
understood and
applied concepts
learned in the
course.
Topic Focus
The topic is
focused
narrowly
enough for the
scope of this
assignment. A
thesis statement
provides
direction for the
paper, either by
statement of a
position or
hypothesis.
The topic is
focused but lacks
direction. The
paper is about
a specific topic
but the writer
has not
established a
position.
The topic is too
broad for the
scope of this
assignment.
The topic is not
clearly defined.
In-depth
discussion and
elaboration in
most sections
of the paper.
The writer has
omitted
pertinent
content or
content runs-on
excessively.
Quotations from
others outweigh
the writer’s own
ideas
excessively.
Cursory
discussion in all
the sections of
the paper or
brief discussion
in
only a few
sections.
Criteria
Depth of
Discussion
In-depth
discussion and
elaboration in
all sections of
the paper.
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Ties together
information
from all sources.
Paper flows
from one issue
to the next
without the
need for
headings.
Author's writing
demonstrates an
understanding
of the
relationship
among material
obtained from
all sources.
For the most
part, ties
together
information from
all sources.
Paper flows with
only some
disjointedness.
Author's writing
demonstrates an
understanding of
the relationship
among material
obtained from all
sources.
Sometimes ties
together
information
from all
sources. Paper
does not flow disjointedness
is apparent.
Author's
writing does not
demonstrate an
understanding
of the
relationship
among material
obtained from
all sources.
Does not tie
together
information.
Paper does not
flow and appears
to be created
from disparate
issues. Headings
are necessary to
link concepts.
Writing does not
demonstrate
understanding
any
relationships.
Spelling and
Grammar
No spelling
and/or grammar
mistakes.
Minimal spelling
and / or
grammar
mistakes.
Noticeable
spelling and
grammar
mistakes.
Unacceptable
number of
spelling and/or
grammar
mistakes
Sources
More than 5
current sources,
of which at least
three (3) are
peer review
journal articles
or scholarly
books. Sources
include both
general
background
sources and
specialized
sources. Special
interest sources
and popular
literature are
acknowledged
as such if they
are cited. All
websites utilized
are
authoritative.
Five (5) current
sources, of which
at least 2 are
peer-review
journal articles
or scholarly
books. All
websites utilized
are
authoritative.
Fewer than five
(5) current
sources, or
fewer than two
(2) of five (5) are
peer reviewed
journal articles
or
scholarly books.
All websites
utilized
are credible.
Fewer than five
(5) current
sources, or fewer
than two (2)
of 5 are peerreviewed
journal articles
or scholarly
books. Not all
websites utilized
are credible,
and/or sources
are not current.
Citations
Cites all data
obtained from
other sources.
APA citation
style is used in
both text and
bibliography.
Cites most data
obtained from
other sources.
APA citation
style is used in
both text and
bibliography.
Cites some data
obtained from
other sources.
Citation style is
either
inconsistent or
incorrect.
Does not cite
sources
Cohesiveness
Adapted from: Whalen, S. “Rubric from Contemporary Health Issues Research Paper”
http://academics.adelphi.edu/edu/hpe/healthstudies/whalen/HED601_r2.shtml by cornellcollege.edu
Total Points - 28
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