LESSON
1:
COMMUNICATION PROCESSES,
PRINCIPLES, AND ETHICS
TOPICS
1. Communication Process
2. Communication Barriers
3. Communication Skills
4. Communication Principles
5. Communication Ethics
LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1.
Explain how communication works
2.
Define all the elements of communication and how they affect communication
3.
Interpret the principles of communication
4.
Demonstrate the communication ethics
5.
Describe the functions of verbal and non-verbal communication in various and
multicultural contexts
TOPIC 1:
COMMUNICATION PROCESS
As defined by Cambridge Dictionary, communication is the process by which messages
or information are sent from one person or place to another. Additionally, communication is the
exchange of information and the expression of feeling that can result in understanding
(Cambridge Dictionary). From its two definitions, the first one tells communication is about
transmitting a message, and the second one emphasizes ‘comprehension’ as the purpose of
communication.
Communication is regarded as the backbone of society. Basically, there is no society
without communication. Man, as a member of the society, partake in communication as a
normal part of daily living. As said by Aristotle, “Man by nature is a social animal; an individual
who is unsocial naturally and not accidentally is either beneath our notice or more than human.
Society is something that preceded the individual. Anyone who either cannot lead the common
life or is so self-sufficient as not to need to, and therefore does not partake society, is either a
beast or a god.” Hence, communication is a customary routine we do every single day.
When asked about what communication is, people first think about verbal
communication where the sender speaks and the receiver listens, vice versa. However,
communication is more than speaking and listening but it also comes in many forms: verbal,
aural, non-verbal, written and visual. Any of the said forms may be useful in achieving effective
communication by ensuring that the content of the message is not changed.
 Verbal communication is the most usual and most used form wherein we use our
language through sounds and tone of voice to deliver messages.
 Aural communication consists of listening and hearing.
 Non-verbal communication consists of what is not heard but seen such as facial
expression, gestures, behavior towards the sender/receiver and the like.
 Written communication is common in businesses and workplace where
communicators are geographically away from each other. It may be in the forms of
email, text messages, instant messages, blogs, and others.
 Visual communication entails signs, symbols, pictures, graphics, and emojis.
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A.
COMMUNICATION PROCESS
To say that communication is a one way and linear process is a myth. It is actually a
complex process which contains many elements.
First, there should be a source who is called as the sender. The sender shall know why
communication is needed and what form of communication is necessary to achieve the purpose.
(Some references consider ‘stimuli’ as the initial source of the message which refer to
anything which the source/sender has seen, heard, touched, smelled, tasted, or perceived that
sparks him to create and send a message.)
Second, the message. It is the information, idea, opinion, feeling, that the source has
created for the consumption of the receiver. The message is the reason why communication is
needed.
Third, encoding. Encoding is the process of creating the message in the format that
could be understood by the receiver of the message. In this process, the sender must consider
some information about the receiver such as the context and the age to determine the use of a
number of factors to be used such as language, the level of the language, and the method and
form of communication. Also, in this process, the sender must ensure that the message contains
all the necessary information needed.
Fourth, channel – the method of communication. The method can be face-to-face which
uses the oral and aural form; text message which uses the written and visual; and can be nonverbal (facial expression, gesture, etc.).
Fifth, receiver. The receiver is target recipient of the message. He is responsible in taking
in the accurate meaning of the message by eliminating possible distractions. He may fail in
decoding the correct meaning as he has a different filter, schema, and level of understanding.
Sixth, decoding. If encoding is the creation of the message, decoding, on the other hand,
is the process of accurately understanding the message received. In this phase, the receiver
must be able to eliminate barriers that could impede the precise understanding of the message.
Seventh, feedback – the response of the receiver to the sender. The feedback helps the
sender measure the success of communication process; and lets him adjust the message the
next time around for proper consumption of the receiver.
Eight, context. This refers to the general environment the sender and receiver are in,
their relationship, and their culture. Context dictates their manner of communicating, the
verbal/written/non-verbal language they employ, and their behavior in communication process.
Lastly, the noise, which represents all the physical, psychological, or even interpersonal
barriers that may act as interference in achieving effective communication.
ACTIVITY
Instructions: Provide real life discourse to illustrate the following communication
models. Illustrate the different elements present.
1. Aristotle’s Model of Communication
2. Shannon-Weaver Communication Cycle
3. Schramm Model of Communication
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RUBRICS:
TOPIC 2: COMMUNICATION BARRIERS
Imagine talking to a person from another country whose language you cannot understand.
Imagine conversing to a person who is deaf and mute. Imagine talking to a person who does not
believe anything you say. All these situations are challenging since there are distractions such as
different language, inability to speak and hear, and close mindedness, which may hinder the
proper delivery and digestion of the message.
A.
B.
Physical Barriers
 Noise. Loud sounds and voices may oftentimes disrupt receiver from hearing the
message that may result to no understanding or misunderstanding of the message.
 Temperature. It may either be too hot or too cold that we fail to focus on the message
because of how we feel
 Medium disturbance/Technical problem. This may occur when we use our cellphones
to communicate where it may run out of battery, lose signal, and the like.
 Workplace design. The way the room is organized also affect communication, whereas
it is more comfortable communicate to members in a round table that to cubicles
 Information overflow. Too much absorption of information is also not good for it may
exhaust our brain that it refuses to receiver information
 Physical disabilities. Deaf, mute, and blind, – these are the common physical
disabilities that may intervene in communication process
Psychological Barriers
 Lack of attention. As recipient of the message, we are oftentimes lost in our sea of
thoughts that we fail to give our full attention; or like children, we may have short
attention span. This may result to communication breakdown especially when
communication becomes one way in nature.
 Poor retention. They say that one has not listened well if he cannot remember. Poor
retention of the message is a barrier since production of response could be
interrupted.
 Lack of trust. As receiver, we sometimes let our judgement dictate whether we would
listen or not. We question credibility of speaker, we doubt the authenticity of the
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C.
message, and the like.
 Closed mind and filtering – we may not be aware but most of us let this barrier win
over us. Sometimes, instead of giving our undivided attention to whoever is speaking,
we tend to assess the credibility of the speaker and question everything he is saying.
That may hinder us from absorbing information/messages.
Interpersonal Barriers
 Gender issues. Gender issues act as barrier when we distrust the honesty of the
speaker because of their gender. For instance, women will prefer to listen to the
women when it comes to skincare routine, rather than to men since they may
generalize that women know better in such topic more than men.
 Competition. Competition may be physical: when noise is much louder than the
message intended to be listened at; and it may be psychological, when our attention is
driven to others while listening; and it may be interpersonal, when we regard
ourselves as superior to others that we fail to be open minded.
 Culture. Our ethnic, religious, and social differences may greatly affect effective
communication. Our culture dictates our way of communicating to people, hence
differences in culture may bring about conflicts.
ACTIVITY
1) Reflection Paper
A.
Create a reflection on the most common barriers you encounter in communication.
B.
Use the following questions as guide in your reflection.
a. Do you always deliver your messages across to the person you are talking with?
b. What hindrances or factors affect the message to be delivered effectively?
c. Do you always understand the messages delivered by the person you are talking
with?
d. Do you experience difficulty in understanding the message?
e. What are the most common problems do you encounter when communicating?
f. What solutions did you incorporate to overcome the barriers?
C.
Your composition shall not be less than seven paragraphs. Have a sound introduction
and conclusion.
D.
Make your own title for the composition.
E.
The same rubric will be followed.
TOPIC 3:
COMMUNICATION SKILLS
Communication barriers are inevitable. They appear/occur anywhere and anytime
hindering us from encoding and decoding meanings. Hence, as communicators, it is imperative
that we develop certain skills that may help us in creating and digesting meanings. WikiJob 2019
released Top 10 communication skills that we must develop in ourselves in order to be effective
communicators:
1. Emotional Intelligence
Emotional intelligence is the ability to understand and manage your emotions so as to
communicate effectively, avoid stress, overcome challenges and empathize with others. It’s a
skill which is learned over time rather than obtained. There are four main strands to emotional
intelligence: self-awareness, self-management, social awareness and relationship management.
Each of these strands is important in its own way and allows you to communicate confidently
with a variety of people.
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2. Cohesion and Clarity
Good communication is much more than saying the right thing; it is about
communicating messages clearly and concisely. Before you start a conversation, type an email
or begin a discussion, have in mind what the purpose of the communication is and what
information you hope to obtain as a result. Lack of clarity and cohesion can result in poor
decisions and confusion.
3. Friendliness
In any type of communication, make sure that you set the right tone. A friendly tone will
encourage others to communicate with you. Always try to personalize messages, particularly
when working with partners or fellow colleagues.
4. Confidence
In all interactions, confidence (but not over-confidence) is crucial. Demonstrating
confidence will give customers faith in your abilities to deliver what they need, and that you will
follow through with what you have promised. Be careful not to come across as aggressive, since
this will have the opposite effect of what you are hoping to achieve.
5. Empathy
Empathy is also beneficial when speaking with customers in certain types of customerfacing role. The goal here is to understand where the other person is coming from – and respect
their views even if they are very different from your own.
6. Respect
Empathy leads into the next communication skill, respect. If you respect the ideas and
opinions of others, they will be more likely to communicate with you. Active listening or simply
using the name of the person you are speaking to can both be effective. Make sure that when
you type emails, you don’t sound insincere or write in a way that is insincere.
7. Listening
Good communication is all about listening effectively. Take the time to listen to what
the other person is saying and practice active listening.
8. Open-Mindedness
Try to enter into communications without having an agenda. Strong communications
require an open mind and a commitment to understanding other people’s points of view. If you
disagree with the people you are speaking to, try to reach a middle ground that benefits all
parties.
9. Tone of Voice
The tone of your voice can set the whole mood of the conversation. If you start the
discussion in an aggressive or unhelpful manner, the recipient will be more inclined to respond
in a similar way. The tone of your voice will include the level of emotion that you use, the
volume you use and the level of communication you choose. The same sentence can have a very
different meaning depending on which words are emphasized and the tone of your voice.
10. Asking Good Questions
Good questions can help conversations flow and improve the outcome. During a
conversation, always aim to ask open-ended questions. These are questions with prompts which
encourage the recipient to speak about certain points and they require more detailed
responses.
If you need further information still, you can use probing questions which request even
more information from the recipient such as ‘Tell me the process of…” During the conversation
include a mixture of questions including clarification, ‘what if’ scenarios and open-ended
questions to make sure that you achieve what you set out to do at the beginning of the call or
conversation.
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TOPIC 4: COMMUNICATION PRINCIPLES
"The single biggest problem in communication is the illusion that it has taken place." George Bernard Shaw
Effective communication does not always happen. It takes a lot of effort and practice.
Also, a number of principles have to be followed to ensure that effective communication will be
realized. These are called as the seven (7) C’s of communication.
1.
2.
3.
4.
5.
6.
7.
Completeness. The message must contain all the necessary information required to achieve
the purpose.
Clarity. There must be clarity of the message and purpose. The language used, the nonverbal elements, and the structure of the expression must all agree with one another to
achieve clarity.
Conciseness. The message must only cover the necessary details to achieve brevity. The
acronym KISS must be remembered: Keep it short and simple.
Courtesy. As communicators, we must always communicate in a respectful manner: polite
and friendly.
Correctness. It is our responsibility as communicators to ensure that all information we send
are accurate and factual. Especially in this generation where social media is widely used,
fake news are also generally spread. As communicators, we must confirm the accuracy of
the message before we share them to others.
Concreteness. This principle is in relation to clarity. The message must be specific and not
vague so it will not be misleading.
Consideration. Whether we are the sender or the receiver, we must be emphatic of the
other member. We must be considerate of others’ needs in communication, their
sentiments, and their feelings. We must always be considerate to adjust our message for
their benefit.
ACTIVITY
Analysis Paper
Kim Chiu, an actress, has been bashed by netizens by not being able to deliver her
thoughts precisely. Her statement was her response to the Cease and Desist Order released by
the NTC for the TV Network where she belongs.
Most of us also experience such occasion where we sometimes struggle to deliver our
thoughts properly because of many barriers.
Your activity is to assess Kim Chiu’s statement by using the 7C’s of communication
principles.
Moreover, rearrange/restate/revise Kim Chiu’s statement as to how you understood her
message to make it clear and comprehensive.
Your composition shall not be less than seven paragraphs. Have a sound introduction
and conclusion.
Make your own title for the composition.
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TOPIC 5:
COMMUNICATION ETHICS
I. COMMUNICATION STYLES
Every individual has unique styles
and ways of presenting information,
expressing emotions, understanding
messages, and overcoming barriers.
Some people are very talkative while
some are timid; some people are
aggressive while some are attentive and
sympathetic; and some are straight to the
point while some are elaborated. Each of
the styles may be dictated by the culture,
society, and personality of the individual.
These communication styles tell about their choices and strategies on how to deal with people
and communicate with them.
Dr. Aileen M. Russo developed a communication matrix which shows four
communication styles: spirited, considerate, direct, and systematic. These four styles are further
categorized into two different dimensions: assertiveness and expressiveness.
Assertiveness and expressiveness are further classified into two levels: high and low.
People with high assertiveness are fond of ‘telling’ while those with low assertiveness are fond
of ‘asking’. People with high expressiveness tend to ‘show emotions’ while those with low
expressiveness are likely to ‘hide emotions.’
The combination of these levels result to the basic communication styles:
 Spirited
= high expressiveness + high assertiveness
 Considerate
= high expressiveness + low assertiveness
 Direct
= low expressiveness + high assertiveness
 Systematic
= low expressiveness + low assertiveness
A.
SPIRITED
 Persuasive
 Is a good story-teller
 Focuses on the big picture
 Uses motivational speech
Tips for People with Spirited Communication Style:
 Respect decisions and agenda
 Limit personal anecdotes that may be off-topic
 Allow others to contribute their ideas and suggestions – listen genuinely
 Be certain that any request you give is clear and that you convey the reason for such
request
 Communicate appreciation
B.
CONSIDERATE
 Listens well
 Is a good counselor
 Uses supportive language
 Builds trust
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Tips for People with Considerate Communication Style:
 Be open-minded to the ideas of others
 Respect personal space (not everyone shares personal details)
 Allow others to share personal matters before asking them
 Understand that you don’t have to be friends with everyone but make sure to
respect others and treat them professionally
C.
DIRECT
 Gets to the bottom line
 Speaks forcefully
 Maintains eye contact
 Presents position strongly
Tips for People with Direct Communication Style:
 Avoid interruption. Listen
 Allow time ‘chatting’ at the beginning
 Recognize that others also have to express themselves
 Consider brainstorming as helpful tool in generating ideas
 Show appreciation
D.
SYSTEMATIC
 Presents ideas precisely
 Focus on facts and not elaborated
 Efficient on speech
 Well organized workplace
Tips for People with Direct Communication Style:
 Avoid interruption. Listen
 Allow time ‘chatting’ at the beginning
 Recognize that others also have to express themselves
 Consider brainstorming as helpful tool in generating ideas
 Show appreciation
ACTIVITY
WHO ARE YOU IN COMMUNICATION?
1)
Conduct a survey on how you are like in communication: if you are direct, systematic,
spirited, or considerate.
2)
Ask at least 20 people from your family, friends, and classmates through text message or
messenger.
3)
When everyone has sent their comments, consolidate their answer and write your
reaction/reflection. Be guided by the following:
a. Do you agree on what your classmates have written? Why?
b. Do you not agree? Why not?
c. Narrate how you communicate at home and at school.
d. Your composition shall not be less than seven paragraphs. Have a sound
introduction and conclusion.
e. Make your own title for the composition.
f. The same rubrics will be used.
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II. ETHICS IN COMMUNICATION
Effective communication is ethical communication. Communication is only ethical 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 where there is no intent of
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.
In communication situations, ethics is best observed by people who manifest the
following:
1. Active and respectful listening (face-to-face)
2. Avoiding prejudice
3. Showing commitment and genuine interest
4. Respecting socio-cultural beliefs and practices of others
1. Active and Respectful Listening
While listening is important to decode the message accurately, listening allows a person
to help others communicate better. It also provides opportunities to be more productive at
work, establish deeper relationships, and increase efficiency in both study and work.
A requisite to ethical communication is being aware of one’s behavior and habits during
the communicative process in different circumstances. It is very necessary to be aware of your
behavior while listening.
While listening, the following must be considered:
 Body language.
 Sense of the message
 Eye contact.
 Turn taking
Awareness of these considerations would send a message that a person speaking is either
important or unimportant. Being self-aware helps one become a more active listener, hence
becoming an effective communicator.
The importance of active listening.
Being an effective listener requires involvement in the conversation or communicative
situation. It demands a conscious effort to be attentive to the words and more importantly, to
the sense of the message being relayed.
This necessitates the concentration, which means all distractions during communication
must be ignored, as well as practice, which means that it has to be done in every communicative
situation until it becomes habitual.
Five key aspects of Active Listening
 Pay close attention. As a listener, you have to practice remaining focused. Keep yourself
away from any distractions that may corrupt your attention.
 Show physical manifestations that you are listening. Nod your head, smile, or even
maintain eye contact to show that you are interested in listening.
 Check for understanding. If you think you didn’t get the idea accurately, do not hesitate to
ask question BUT, you have to learn to wait for your turn.
 Don’t interrupt. If you have to comment or ask questions, wait until the speaker stops
talking before doing so. Interrupting while in the mid-sentence is very disrespectful to
some cultures.
 Respond appropriately. As respectful listening builds up relationships, so as respectful
responses. Being honest is indeed necessary but remain polite.
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2. Avoiding Prejudice
Most people bring their past experiences into communication situation. Sometimes,
they pitch in existing information because they learned in the past that adding information
makes communication better. There are times when they do not contribute anything because of
a possible past experience when their inputs were 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 Experiences:
You have experienced to be treated improperly
in one government office.
Your colleague gas forgotten some important
information many times in the past.
Your professor ignored your inputs last session.
Your teammates reacted positively to your
strategy.
Your parents scolded you for speaking very
informally to your grandparents.
Effect to Communication:
You hesitate to transact in government offices, and
may overgeneralize government officials.
You give him/her reminders every now and then to
avoid messing up again.
You don’t provide inputs anymore. Or
You study better to provide better inputs.
You use the same strategy in a similar situation.
You use a more formal and respectful tone the next
time around.
Prejudice, on the other hand, happens when people take their past experiences and make
certain assumptions that the same experience will happen with the same people, given the
same context. Prejudice 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 prejudices because it influences the
communication process even before it begins.
Prejudice 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 experiences. This eliminates people’s
personal identity and individuality. There could be prejudices as regards to age, gender
orientation, religious belief, race, social economic status, and physical conditions. Effective
communicators view people as separate from 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.
3. 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.
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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’ which is believed to communicate true
interest while engaging in face-to-face communication.
The origin of the rule dates back to the 1930’s and since then, numerous scientists and
body language experts have honed the theory. Most notably, Dr. Albert Mehrabian, a professor
of Psychology at UCLA said that the betty button rule is a vital indicator in reading a person’s
intention. Simply put, the rule means the direction of a person’s navel reflects his/her true
interest. Here is the basic explanation of the rule:
When people are interested in you and what you have to say, they will point their belly
button directly as you talk. That shows that they are focused and they are engaged on what you
have to say. Although we commit to this act without being aware, the fact is that we can
consider this rule when we are having a conversation with people who are special to us. If you
have something important to discuss, begin by pointing your belly button exactly to their
direction. This act may signal your interest to the person you are talking with and may also
encourage others to give attention. Listening to others may signal how much value we give
them. This may help us a lot in building relationship people.
4. 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.
Platforms such as the social media show us the different beliefs and practices among
the globe. Some may be similar to what we believe in but most may be in contrast with ours.
Such truth shall not be the barrier of mutual understanding and harmonious relationship among
nations. Instead, learning about others’ different beliefs and practices should make us become
more respectful of others, being sensitive in communicating with them, and becoming openminded.
Being one global village does not mean that we shall follow similar perspective, attitude,
and practices but it means that we work for the common good and establish harmonious
relationship despite the diversity.
ACTIVITY
I. ELCANO AND MAGELLAN: A REFLECTION
1) Evaluate this movie poster of Elcano and Magellan. Be guided
by the following questions:
a. What is the main message of the poster?
b. What is the role of Magellan as reflected in the poster?
c. Why do you say that such is Magellan’s role?
d. Are you personally offended about the poster? Explain.
e. Is the poster ethical?
2) Write your reflection in not more than five paragraphs, with
introduction and ending.
3) The same rubrics shall be followed.
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LESSON
2:
COMMUNICATION and GLOBALIZATION
TOPICS
1. Communication and Globalization
2. Local and Global Communication in a Multicultural Setting
3. Communicating in a Multicultural Society
4. Improving One’s Ability on Intercultural Communication
5. Varieties and Registers of Spoken and Written Language
6. Evaluating Message and Multimodality
LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. Explain the implications of globalization to communication
2. Describe the functions of verbal and non-verbal communication in various and
multicultural contexts
3. Use the language to speak and write appropriately in a multicultural society
TOPIC 1:
Communication and Globalization
Globalization is the word used to describe the growing interdependence of the world’s
economies, cultures, and populations, brought about by cross-border trade in goods and
services, technology, and flows of investment, people, and information. (Peterson Institute for
International Economics)
Globalization has affected us in numerous ways. Airfare has become cheaper, and one
can travel internationally more than one could in the past. Many Filipinos have decided to work
or live abroad with some of them migrating to other countries. The free trade of goods and
services all over the world has brought multinational companies and foreign investors to our
shores. Because of all these factors, it is imperative to be aware of the differences between our
culture and the rest of the world’s cultures.
Because of the advent of internet, the world seems to be shrinking continually. One can
communication internationally in matter of seconds, whether one is sending an email, chatting
in social media, or sending a text message. One can read about different cultures, and have
access to films, academic papers, and the like from countries around the world, and vice versa.
Given this increasingly shrinking world, one should know the differences between the kind of
English that we write and speak, and the kind of Englishes that exist outside Philippines.
The Impact of Globalization on Communication Skills Development
Communication skills development has always been an important factor of success in
business, but the influence of globalization and cross-cultural interaction in recent decades has
impacted the types of communication skills needed in dramatic ways. Communication skills
development has always been an important factor of success in business, but the influence of
globalization and cross-cultural interaction in recent decades has impacted the types of
communication skills needed in dramatic ways.
Ingram (2018) provided some impacts of globalization on communication skills
development of a person.
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1.
2.
3.
4.
Virtual Interactions. The birth of online platforms also gave birth to virtual communication
and interaction. It allowed us to communicate to people across the globe be it for personal
and professional purposes. Today, people has acquainted themselves in the virtual village –
where one can shop, study, and even do business through the use of technology as laptop
computers, cellphones, tablets, smartphones, and most importantly, INTERNET.
Cultural Awareness in Speech. Even when two people are speaking the same language,
cultural differences can affect vocabulary, colloquial expressions, voice tone and taboo
topics. In Japanese business culture, for example, it can be considered rude to ask personal
questions in an initial business meeting. In the U.S., on the other hand, asking personal
questions and sharing personal information can display warmth and openness.
Cultural Awareness in Body Language. Awareness of cultural differences in body language
can be just as important as the nuances of speech. Modern training programs teach students
to understand acceptable speaking distances, conflict styles, eye contact and posture in
different cultures, accepting that the physical expressions of their own culture are not
universally accepted.
Cultural Awareness in printed objects (ad). Technology also makes it easier to connect with
suppliers and customers all over the world, and to streamline those relationships through
improved ordering, shipment tracking and so on. With this kind of communication
technology, many businesses are able to take advantage of opportunities in different
countries or cities, improving the economic outlook on a global level.
Some staff at the African port of Stevadores saw the supposedly internationallyrecognized 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 that it was a box of broken glasses and threw all the boxes into the sea.
When Gerber started selling this product to Africa and the Middle East, people in
those countries believed that the product contains a baby/part of a baby in it.
ACTIVITY
“CONNECT IT TO YOUR LIFE”
1) Watch this video of Sherry Turkle entitled Connected but Alone from YouTube:
https://www.youtube.com/results?search_query=sherry+turkle+connected+but+alone
2) Note five of the most striking lines that
caught your attention.
3) Reflect on the lines: “Can you personally
relate on the lines? Cite your experiences.”
4) Write an essay with seven paragraphs .
5) Give the piece an appropriate title.
13
TOPIC 2:
LOCAL AND GLOBAL COMMUNICATION
IN A MULTICULTURAL SETTING
In the previous lesson, the effects of cultural and global issues to communication were
highlighted, 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.
World Englishes, as defined by Celce-Murcia in 2014, is 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. Over time, this widespread
uses of English – spoken side by side with local languages – has given rise to local varieties of
English with their own standards.
Example: There are some 40 Filipino-coined words that were added in Oxford English
Dictionary in 2015 categorized as Philippine English. This includes: ‘balikbayan’, ‘kilig’, ‘gimmick’,
‘despedida’, ‘dirty kitchen’, ‘high blood’, and ‘carnap’ among others.
What is the problem?
One major issue that has been raised with respect to those established varieties is that
they are often not fully intelligible to users of other varieties of English.
Kirkpatrick (2007) proposes a scale with two extremes that characterize this problem:
Extreme1: 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.
For example: Only Filipinos use the terms: ‘masteral’; ‘senatoriable’, ‘congressman’,
‘chancing’ and ‘bed spacer’ among others, and use these when communicating with other
Filipinos.
Extreme2: The goal of intelligibility. Users of regional variety should ideally be readily
understood by users of English everywhere else in the world to fully participate in the use of
language as international language.
For example: 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 different country with
British English.
The challenge is to find a good balance between the identity-intelligibility extremes.
Hence, speakers of the English may resort to ‘code-switching’.
For example: Filipinos may use a strongly local version of Filipino English to
communicate with fellow Filipinos using English as a 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.
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TOPIC 3:
COMMUNICATING IN A MULTICULTURAL SOCIETY
Culture guides communication; it is the lens through which people should see the world.
It tells people who they are – their identity and how they act, think, and communicate. People
who do not realize that other cultures may not be the same as theirs in terms of the way they
think, behave, look, or speak are risking being judged as ignorant, insensitive or simply,
culturally confused. This may lead to communication breakdown or worse, personal and
professional conflicts. In order to better prepare for effective communication in multicultural
context, the following terms have to be clear and well understood:
1. Culture - a system of knowledge, beliefs, values, customs, behavior, and artifacts that
are require, shared, and used by members of given society.
2. Co-culture - Groups of people who differ in some ethnic or sociological way with other
groups of the same (parent) culture
3. Multiculturalists - people respectful of and engaged with people from distinctly
different cultures.
4. Culturally confused – people who lack knowledge of others’ culture and lack
understanding cultural differences
5. Intercultural communication - interaction with individuals from different cultures
6. International communication - interaction with individuals from different nations
7. Interethnic communication - interaction of individuals of different ethnic origins
8. Intracultural communication - interaction of individuals of same ethnic racial or ethnic
groups
9. Assimilation – the means by which co-culture members attempt to fit-in with the
members of dominant culture
10. Accommodation - the means by which co-culture members maintain their cultural
identity while striving to establish relationships with members of dominant culture
11. Separation - the means that co-culture members use to resist interacting with members
of a dominant culture
12. Ethnocentrism - the tendency to see one’s own culture as superior to all others
13. Cultural relativism - the acceptance of other cultural groups as equal in value to one’s
own
14. Melting pot philosophy - The view that different cultures shall be assimilated into the
dominant culture
15. Cultural pluralism - adherence to the principle of cultural relativism, that other cultures
can blend with the dominant culture without losing their identity
As people communicate in the modern world, it is inevitable to concern themselves with
interpreting and sharing meanings with individuals having different customs, behaviors, and
beliefs. This is true not only with when communicating with people from another country, but
also with people within the same society.
This is where competence in intercultural
communication is most important to establish rapport and harmony with colleagues in the
organization.
Despite the increasing awareness on the importance of intercultural communication, a
lot of academicians and professionals still fell like they are sometimes treated as ‘outsiders’, as if
they belong to a marginalized group. Hence, they resort to using the strategy of assimilation in
15
an attempt to ‘fit in’ with the dominant culture. They talk about topics usually discussed by
members of the dominant group, and even dress similarly and go to the same places.
This can be harmful in the long run because they are slowly giving up their own identity
and unconsciously adopting the behavioral patterns of the dominant culture.
In contrast, some people adopt the strategy of accommodation, wherein they attempt
to maintain their original identity as they establish relationships with member of the dominant
culture. For example, a gay or lesbian who takes his or her partner to an occasion attended by
members of the dominant group is trying to establish his or her gender preference without
concealing it from people.
In some instances, people simply isolate themselves from the dominant group and resist
establishing relationships with them, which is called separation. Hassidic Jews, for example,
restrain themselves from having contact with “outsiders” and prefer communicating only to the
members of their culture. Locally, some of the Mangyan community here in Mindoro refuse to
change their ways and insist that no outside culture should intervene with their practices and
beliefs.
Other Examples:
Strategy
Assimilation
Instances
 A non-coffee drinker drinking coffee with officemates
 A non-Catholic attending masses/ praying Our Father
Accommodation
 Wearing a sari to work
 Adjusting work hours to pray as required in one’s religion
Separation
 Eating lunch alone
 Refusing to sing the national anthem since it is against
one’s belief
 Not attending Christmas party
In communicating in a multi-cultural society; people must learn how to greet, when to
speak and when to remain silent, how to behave under extreme emotions, how to gesture while
speaking or while listening in a speech, how close to stand and sit with another person, how
react with someone’s words, among others. These are situations when culture guides people’s
behavior and communication styles, and enhances relationships and establishes camaraderie
and goodwill.
ACTIVITY
“Guilty of Not Guilty?”
Evaluate yourself in terms of how ethnocentric or culturally relativist you are by
determining whether you find yourself guilty of now on these statements below. Provide true to
life experiences you had when interacting or at least when trying to interact with people from
different culture.
1. I find it challenging to cooperate with people with different beliefs and customs.
2. I give more trust to those who share the same culture as I do; as compared to those
who have different culture.
3. I am afraid or anxious when I am midst people of a different culture.
4. I can go out of my way just to go out of different cultures.
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5. I tend to blame people of a different culture for causing harm than I am to blame
people like me.
6. I believe that people unlike me are a threat to my ability to success.
7. I believe that people with different culture must exert effort to be immersed in my
culture.
8. I use only my frame of reference when assessing the appropriateness of behavior of
people like and unlike me.
9. I have a negative prejudice of people from another culture.
10. I feel like people from different culture are inferior than me.
TOPIC 4:
IMPROVING ONE’S ABILITY ON
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.
1. Refrain from forming expectations based solely on your culture. Each of us are from
different cultural backgrounds which affect our ability to communicate. Understanding
that we are not all alike, and accepting that others have different belief from us are the
key to successful communication in a diverse society. Effective communication requires
the speakers’ ability to internalize cultural relativism; to accept the idea of being
multiculturalist; and to embrace differences.
2. Remove personal biases or any stereotype that may impede understanding. As much as
we do not want others to discriminate us; we shall not also do the same. As much as we
do not want to be hurt because of other people’s judgment, we shall also avoid
prejudices against others. Being an effective communicator requires eliminating all
forms of barriers and seeing others as equal to us.
3. Make a personal commitment to develop communication skills appropriate in a
multicultural setting. Being a multiculturalist does not happen in one day – it takes time,
effort, and practice. Effective communication in a diverse society cannot be guaranteed
during the first encounter but it will require our personal willingness and dedication in
acquiring necessary skills, using them, and improving them. Observing, understanding,
and avoiding personal biases, can be lead to the acquisition of the skills needed.
EFFECTIVE CULTURAL COMMUNICATION
As of now, you might have already realized how important it is to be culturally sensitive
and culturally aware when communicating in a multicultural and diverse society. As mentioned,
the key is being aware of and practicing cultural relativism, cultural pluralism, and
accommodation. Here are two more cultural differences which affect communication between
those from the East and West, along with some suggestions as to how to find a middle ground.
I. Directness vs. Circumlocution
For American and British cultures, clarity, completeness, and conciseness of
communication are very favorable. As Chan (1999) explains it, she said that ideas shall be
communication directly and clearly using few words as mandatory. For example, when
expressing refusal or rejection to people from the Western cultures, we Asian should avoid
17
circumlocution or indirectness as we commonly practice and instead state a clear, direct, and
simple ‘no’.
On the other hand, a Westerner shall also be aware of this practice of Asians. The
should be aware of the latter’s culture of valuing of interpersonal harmony of smooth
interpersonal relationship (SIR). For example, when an American communicates in a typically
direct way to us Filipinos, his directness may be viewed as ‘brutally frank’ approach, as explained
by Pascacio (1999). Pascasho paraphrases Frank Lynch’s definition of SIR as “a facility at getting
along with others in such a way as to avoid outward signs of conflict”. The American who is
aware of the value of SIR can then make an attempt to both clearly convey a rejection but also
soften this with buffers, for instance an explanation preceding the refusal.
II. Personal/Friendly Language vs. Respectful Language
Chan (1999) calls attention to the emphasis in Western contexts on using friendly and
personal – rather than impersonal – language in the workplace. Employers and employees are
encouraged to use personal pronoun such as I, you, me, and we in writing; she says the
objective of this is the establishment of rapport between the communicator and audience. For
example, in America workplace, colleagues are encouraged to use first names when talking to
each other and even with employers. However, in Asia, the use of formal titles is a way of
showing respect to someone considered superior in terms of age, position, status, education, or
profession. In the Philippines for example, the dropping of a title in favor of using the first name
of someone older and higher rank is considered rude or disrespectful. Pascasio notes that
informal addressed are only used when talking with peers or those of lower status such as the
rank and file. Speakers from this context are therefore conscious of addressing people with titles
or labels such as Boss, Doctor, President, Attorney, Manager, Judge, Engineer, Professor, etc,.
For intercultural communication to be effective, writers and speakers from both
Western and Eastern contexts should be familiar with these conventions. They may either adjust
to the culture and mode of address and of the other or choose to not take offense because they
understand the culture that drives the linguistic convention. One final example is the effusive
and sometimes exaggerated humility displayed in the professional correspondence of Filipinos,
as seen in the phrase: “your good Office,”; “I will be eternally grateful or your assistance”; and
the ubiquitous, “thank you and more power”. A Filipino writing to an American should also
know that, according to Alzona Encarnacion (quoted by Pascasion, 1999), “Bluntness of
brusqueness of speech is frowned upon, being regarded as a sign of ill-breeding” and as such,
can make an effort to extend more courtesy in writing.
ACTIVITY
Photo Essay: This is My Culture: This is Who I am
1) Take at least seven pictures of your most treasured practice/belief/culture at home or at
your community.
2) Create a one-sentence caption about each photo to provide information about the said
practice/belief/culture.
3) Create an introduction of the photo essay.
4) Arrange the photos and caption in one 8.5x13 bond paper.
5) Use the title: This is My Culture: This is Who I am
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Note: You may use any photo editing apps.
Sample Photo Essays:
Rubrics:
19
TOPIC 5:
VARIETIES AND REGISTERS OF
SPOKEN AND WRITTEN LANGUAGE
I. VARIETIES OF LANGUAGE
A variety refers to any variant of a language which can be sufficiently delimited from
one another. It can result from social, historical and spatial aspects or the combination of these
three.
1. Pidgin - is a new language which develops in situations where speakers of different
languages need to communicate but do not share a common language.
A lexifier is a particular language where the vocabulary of a pidgin comes from.
2.
3.
4.
5.
Examples:
 Nigerian pidgin
 Bislama (spoken in Vanuatu)
Creole - is a pidgin that becomes the first language of the children and the mother
tongue of a commuinity.
Examples:
 Gullah
 Patwa (Jamaican creole)
 Pidgin (Hawai’I Creole English)
Regional Dialect - is not a distinct language but a variety of a language spoken in a
particular area of a country.
Examples:
 Hillbilly English (from the Appalachians in the USA)
 Geordie (from the Newcastle upon Tyne in the UK)
Minority Dialect - is a variety used as a marker of identity, usually alongside a standard
variety, by the members of a particular minority ethnic group.
Examples:
 African American Vernacular English in the USA
 London Jamaican in Britain
 Aboriginal English in Australia
Indigenized Varieties - are spoken mainly as second languages in ex-colonies with
multilingual populations.
Examples:
 Singlish (spoken in Singapore)
 Filipino English
 British English
II. LANGUAGE REGISTERS
The word register refers to the level of formality in language that is identified by the
context in which it is spoken or written. In other words, it means the variations in language
based on whom we are talking with and in what setting. Register can indicate different
intentions of the speaker. It can also be formal or informal.
20
For example, if we talk to a person in higher position and educational status, we address
them formally using ‘Ma’am’ or “Sir’; or their profession like Doctor, President, Attorney,
Manager, Judge, Engineer, Professor, and the like. On the other hand, we call our friends
informally like calling them ‘dude’ or ‘comrade’ and the like.
It shows that in every situation, we use speech appropriate to the person to whom we
are speaking and their context. The language we use when talking to our friends is not the same
language we would use when meeting someone as important as the professor. This difference in
language formality is called register.
There are formal and informal registers in spoken and written language. There are five
language registers of styles. Each level has an appropriate use that is determined by differing
situations. It would certainly be appropriate to use language and vocabulary reserve for a
boyfriend or girlfriend when speaking in the classroom. Thus, the appropriate language register
depends on who (audience), what (topic), why (purpose) and where (location).
Formal Register can include everything from an academic essay, senate speeches, and
wedding vows. The academic essays – because it contains polished speech, complex sentences,
and precise vocabulary; senate speeches use formal register because of word choice and
grammar; and wedding vows because of extremely formal language that must be said the same
way each time as part of the sacred ritual.
Formal and informal language serves different purposes. The tone, the choice of words,
and the way the words are put together vary between the two styles. Formal language is less
personal than informal language. It is used when writing professional or academic purposes.
Formal language does not evoke contractions or first person pronouns such as “I” or “we”.
Examples:
Informal:
Formal:
Informal:
Formal:
I don’t believe that the exam results are accurate.
I do not believe that the exam results are accurate.
We are so proud of our students!
Teachers are so proud of students!
Informal language is more casual and spontaneous. It is used when communicating with
friends or family members either in writing or in speaking. It is used when writing personal
email, sending message to group chats, or sending text messages. The tone of informal language
is more personal than formal language.
Aside from style and manner of delivery and vocabulary, there are other differences
between formal and informal registers: word choice and grammar.
Word choice: Two main vocabulary difference exist between formal and informal
speeches. Often, formal language registers use longer words.
Example:
Formal
Informal
demonstrate
show
completely
totally
definitely
really
establish
set-up
21
Similarly, formal speeches contain fewer phrasal verbs. For instance:
Formal
The balloon
experiment.
Informal
was
inflated
for
the
The balloon was blown-up for the
experiment.
The patient recuperated or recovered his
illness.
The patient got over his illness.
The results of the study were confusing.
The results of the study were mixed
up.
Grammar. When it comes to grammar, there are important grammatical differences
between formal and informal speeches. Formal speech generally consists of complete,
grammatically correct sentences.
When speaking informally however, speakers of English often omit noncritical words.
For example, informal speakers may say, “Where you going?” instead of “Where are you going?”
Additionally, speakers use passive voice more frequently when speaking formally, they
might say for example, “I have been given some apples by Caleb.”, rather than active and
informal “Caleb gave me some apples.”
Lastly, English speakers use contractions when speaking informally, such as, “They’re
coming at eight in the morning.”, rather than the more formal “They are coming at eight in the
morning.”
TYPES OF LANGUAGE REGISTERS:
a) Frozen/static. This rarely or never changes at all
Example: The Lord’s Prayer
b) Formal. This is used in formal setting and is one-way in nature. This use of language
usually follows a commonly accepted format. It is usually impersonal.
Example: pronouncements made by judges in court
c) Consultative. This is a standard form of communication. Users engage in a mutually
accepted structure of communications. It is formal and societal expectations, and it uses
professional discourse.
Example: discourse between doctor and patient, lawyer and client, lawyer and judge,
teacher and student
d) Casual. This is informal language used by friends and peers. Slang, vulgarities, and
colloquialisms are normal. This is “group” language.
Example: chats and emails, blogs, letters to family members and friends
e) Intimate. This is private communication. It is reserved for close family members or
people with intimate relationships.
Examples: Non-public/ Private communication between husband and wife, girlfriend or
boyfriend, siblings, or parent and children
22
It is construed that with the first language we learned, register eventually becomes
intuitive, while formality in the second language requires more thought. Most children start
developing a strong understanding of register and code switching at around the age of 5
through exposure to a variety of social situations.
REGISTERS OF WRITTEN LANGUAGE
When we talk about the register of a word, we refer to the use of language for a
particular purpose or in a particular social setting, that is, its level of formality. The English
language has no exception when it comes to language variation and style. Therefore, it is
important to recognize the differences between and among communication contexts.
Therefore, it is important to recognize the differences between and among communication
contexts.
Very formal: “How do you do?”
Formal: “Hello.”
Neutral: “Hello.”
Informal: “Hi.”
Very informal/ Casual: “Hey…”
A very important aspect of academic writing is its style and register. The choice of
register for a particular text or part of text will vary depending on the genre and who will be
reading the text. Therefore, knowing the target audience before starting the writing process will
have an impact on the stylistic choices that we are going to make. Registers are marked by a
variety of specialized vocabulary and phrases, colloquialisms and the use of jargons, and a
difference in the intonation and pace.
In the use of language, our register is a style or variety of language determined by such
factors as social occasion, context, purpose, and audience, also called stylistic variation.
Practically, the term refers to the degrees of formality with which populations use language; the
formal variations are sometimes called codes. Choosing which register to speak or write is
important in every attempt at communication.
Registers of written language are the representation of a spoken or gestural language
using expression. Written language is an invention in that it must be taught to children, who will
pick up spoken language (oral or sign) by exposure even if they are not specifically taught. It
means that a register of a written language exists only as a complement to a specific spoke
language and no natural language is purely written, vice versa.
Written languages change more slowly than corresponding spoken languages. When at
least one register of a language is strongly different from spoken language, the resulting
situation is called diglossia.
In other words, the language register determines the vocabulary, structure, and
grammar in our writing. We use different language registers for different types of writing. We
use different language registers for different types of writing, just as we speak differently to
different people.
23
FORMAL WRITTEN LANGUAGE REGISTER
These are the rules to follow in using formal written register. They are as follows:
1. Do not use contractions. Contractions are not usually used in formal writing, even though
they are very common in spoken English.
Ex: don’t, won’t, can’t, isn’t
2. Spell out numbers less that one hundred specially if they are found in the middle and
beginning of the sentence.
3. Write in third person point of view.
4. Do not use first or second person unless it is a quote
5. Avoid using too much passive voice. In formal writing, it is better to use the active voice.
6. Avoid using slang, idioms, hyperbole, and clichés.
Slang is common in informal writing and spoken English, and is common to a certain
region or area.
Ex. Awesome = cool
Okay = ok
Cliché is a phrase that is overused.
Ex. Too much of a good thing
moment of truth
Time is money.
7. Avoid abbreviations and acronyms
If we use abbreviations and acronyms, spell it out the first time it appears in text. Do
not use slang abbreviations like LOL (laugh out loud), TTYL (talk to you later) and DIY
(do it yourself).
8. Do not start sentences with words such as because, and, so, but, and also. Here are some
suggested transition words and phrases:
Nevertheless
Additionally
However
In addition
As a result
Although
9. Always write in complete sentence
10. Write longer, more complex sentence.
Informal Written Language Register
Informal writing is written the way we talk to our friends and family members. Informal
writings include:
•

personal emails
phone texts
•
•
Short notes
Friendly letters
•
FB statuses
There are no major rules to informal writing, therefore, we can include:
•
•
Slang and clichés
Figurative language
•
•
Short sentences
Jokes
24
•
•
Personal opinions
Extra punctuation
ACTIVITY
I. Direction: Identity which among the following pairs of sentences is under formal and
informal register. Explain what rule was missed out and followed for it be categorized into
formal and informal register.
Example:
A.
In 2001, the bridge was built. This was good politically. Two countries united.
Answer: Informal. These are simple sentences only which can be combined into one complex
sentence.
B.
The bridge was completed in 2001, which resulted in a positive political move that united
two countries.
Answer: Formal. This is a complex sentence.
1)
2)
3)
4)
5)
A. When considering staffing in hospitals in the future, it's difficult not be concerned.
Answer: _________________________________________________________
B. When considering staffing in hospitals in the future, it is difficult not be concerned.
Answer: _________________________________________________________
A. It is clear that the issue of global warming will be the primary concern at the meeting.
Answer: _________________________________________________________
B. I believe that the issue of global warming will be the primary concern at the meeting.
Answer: _________________________________________________________
A. The Prime Minister of Sweden, Fredrik Reinfeldt, expressed his concern when he viewed
the most recent report from the press.
Answer: _________________________________________________________
B. Sweden's Prime Minister, Fredrik Reinfeldt, totally flipped out when he read the latest
report from the press.
Answer: _________________________________________________________
A. The research assistant checked out the incident and got back to him the next day.
Answer: _________________________________________________________
B. The research assistant investigated the incident and reported to him the following day.
Answer: _________________________________________________________
A. Germs grow well in dirty and warm temperatures.
Answer: _________________________________________________________
B. Bacteria thrive in unhygienic and warm conditions.
Answer: _________________________________________________________
II. Direction: Transform the following sentences into formal register:
1)
They’ve been arguing all day
____________________________________________________
2)
I planned many different outcomes for the party
____________________________________________________
3)
We felt the objective was unreasonable
____________________________________________________
4)
The famous soccer team we saw at the bus station went to Toronto
____________________________________________________
5)
The receptionist who answered the phone was very rude
____________________________________________________
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TOPIC 6:
EVALUATING MESSAGE AND MULTIMODALITY
EVALUATING MESSAGES AND/OR IMAGES OF DIFFERENT TYPES OF TEXTS REFLECTING
DIFFERENT CULTURES
As discussed in it, previous chapter, 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 Power of Words and Images
Before effectively engaging in multicultural communication, people have to be ready
and knowledgeable for situations such as the one demonstrated the illustration. If anything
unplanned or unanticipated comes up, there must be alternative ways of communicating the
same message without being offensive.
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 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.
The following are examples of posters that showcase good multimodality.
26
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.
ASSESSMENT
Congratulations! We are almost done with Chapter 1! You have one last task to do.
Your task is the following:
I. Creation of poster regarding the effect of globalization to communication.
1. Assess the present condition of our society when it comes to communication;
2. Note the effect of globalization to communication in terms of:
a. positive effect
b. negative effect
3. From your observation, pick up the most unusual or most recent
4. Turn your idea into a poster; it may be a collage, a drawing, or a digitally created
cartoon
5. Create a title of your poster
6. You will be graded with this rubric:
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LESSON
3:
Informative Communication
TOPICS
1. Informative Speaking
2. Methods of Informing
3. Visual Communication
LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. Distinguish the different methods of informing
2. Create a visual presentation
TOPIC 1:
INFORMATIVE SPEAKING
We, humans, do not just simply live; but we also participate in humanity. We do not
grasp knowledge simply for ourselves – but we also share them to other people. The process of
sharing factual ideas to other people is called as informative speaking. Oftentimes, we
encounter communication situations when we send facts, truths, and principles in a way that
motivates other people to also learn and share. That being said, informative speaking is
described as communication that is designed to educate audiences; aim to answer questions
about a topic; and targets to achieve mutual understanding about an object, person, place,
process, event, concept, or issue.
For instance, we do informative speaking when we teach a person the particular
instructions on how to cook a meal and what ingredients are needed; describe a specific place
by its geographic location, number of population, and scenic appearance; narrate experiences
on how to recover from a particular disease; describe similarities and differences of living in
urban and rural places; and define unfamiliar terminologies.
Characteristics of Effective Informative Speaking
1.
2.
3.
4.
INTELLECTUALLY STIMULATING. For a topic to be intellectually stimulating, it must be a
new and significant one which arouses the curiosity of the listeners and excite their
interest.
RELEVANT. Incorporate listener relevance links, statements that clarify how a particular
point may be important to a listener, throughout the speech.
CREATIVE. Creativity does not require talent; it is a product of hard work, good research,
time, and productive thinking. You may insert news, anecdotes, jokes, quotations, viral
videos or photos, or facebook memes. Lastly, to be creative means you have to read, and
do your research.
MEMORABLE. A speech is really informative when your audience hears a lot of new ideas
– but you need to help them remember main points. Here are some techniques:
 Presentation aids:
 Use: To provide audience with a visual or auditory memory of important or
difficult material
 Example: A diagram of process of making ethanol from sugarcane.
28
 Repetition
 Use: To give audience a second or third chance to retain important information by
repeating or paraphrasing it
 Example: “One of the dimensions of love is respect; that is, it can’t really be love if
there is no respect.”
 Transitions
 Use: To help the audience understand the relationship between the ideas being
presented, including primary and supporting information
 Example: “So the three main characteristics of love are mutual respect, trust, and
acceptance. Now, let’s look at each of the five ways you can keep love alive. The
first is through communication…”
 Humor and other emotional anecdotes
 Use: To create an emotional memory link to important ideas.
 Example: “True love is like a pair of socks, your have to have two, and they have
got to match. So you and your partner need to be mutually committed and
compatible.”
 Mnemonics and acronyms
 Use: To provide an easy memory prompt for a series or a list.
 Example: “You can remember the four criteria for evaluating a diamond as the
four Cs: carat, clarity, cut, and color.”
 Example: “As you can see, the useful goals are SMART.” (SMART: Specific,
Measurable, Action-oriented, Relevant and Time-bound)
5.
ADDRESS DIVERSE LEARNING STYLES. The audience may have different styles when it
comes to understanding and remembering points. Hence, as a speaker, you have to be
creative in assisting their learning. Below are the suggested ways:
 Address the watching dimension through visual aids
 Address the thinking dimensions by including explanations, definitions, and statistics.
 Address the doing dimensions by encouraging your listeners to act on something
during the speech or afterward.
TOPIC 2:
1.
Methods of Informing
DEFINITION
Definition is a method of informing that explains the meaning of something.
Because of its importance in solving problems, learning and understanding, defining
explaining what a word means is essential for effective communication because it helps
audiences understand and relate to key concepts (Weaver, 1970, p. 212). In your
informative speeches, you are likely to use both short and extended definitions.
Short definitions
Short definitions are used to clarify concepts in as few words as possible. Effective
speakers learn to define by synonym and antonym, classification and differentiation, use
or function and etymological reference.
29
1. Synonyms and antonyms. Using a synonym or an antonym is the quickest way to define
a word because you are able to indicate an approximate, if not exact, meaning in a single
sentence. Synonyms are words that have the same or nearly the same meanings;
antonyms are words that have opposite meanings. Defining by synonym is defining by
comparison for a word that does not bring up an immediate concrete meaning, we
provide one that does. Synonyms for prolix include long, wordy and verbose. Its antonyms
are short and concise. Synonyms are not duplicates for the word being defined, but they
do give a good idea of what the word means. Of course, the synonym or antonym must be
familiar to the audience or its use defeats its purpose.
2. Classification and differentiation. When you define by classification, you give the
boundaries of the particular word and focus on the single feature that differentiates that
word from words with similar meanings. Most dictionary definitions are of the
classification differentiation variety. For instance, a dog may be defined as a carnivorous,
domesticated mammal of the family Canidae. “Carnivorous,” “mammal” and “family
Canidae” limit the boundaries to dogs, jackals, faxes and wolves. “Domesticated”
differentiates dogs from the other three.
3. Use or function. A third short way to define is by explaining the use or function of the
object represented by a particular word. Thus, when you say, “A plane is a hand powered
tool used to smooth the edges of boards” or “A scythe is a piece of steel shaped in a half
circle with a handle attached that is used to cur weeds or high grass,” you are defining
tools by indicating their use. Because the use or function of an object may be more
important than its classification, often this is an excellent method of definition.
4. Etymology. Etymology is the derivation or history of a particular word. Because
meanings of words change over time, origin may reveal very little about modern meaning.
In some instances, however, the history of a word lends additional insight that will help
the audience not only better remember the meaning but also bring the meaning to life.
For instance, a “censor” originally was one of two Roman magistrates appointed to take
the census and later, to supervise public morals. The best source of word derivation is the
Oxford English Dictionary.
Extended definitions
Often a word is so important to a speech that an extended definition is warranted.
An extended definition is one that serves as an entire main point in a speech or at times,
an entire speech.
An extended definition begins with a single sentence dictionary definition or
stipulated definition. For example, Webster’s Third New International Dictionary defines
jazz as “American music characterized by improvisation, syncopated rhythms,
contrapuntal ensemble playing and special melodic features peculiar to the individual
interpretation of the player.” This definition suggests four topics (“improvisation,”
“syncopation,” “ensemble” and “special melodies”) that could be used as a basis for a
topical order for a speech.
30
To add, there are four ways to define something.
a.
Define a word or idea by classifying it and differentiating it from similar ideas.
For example, in a speech on vegetarianism, you may use information from
the Vegan’s Society’s Website to develop a definition of vegan: “A vegan
is a vegetarian who is seeking a lifestyle free from any animal products for
the benefit of people, animals, and environment…”
Define a word by derivation or history.
For instance, the word vegan is made from the beginning of the word
vegetarian and was coined in the United Kingdom in 1944, when the
Vegan Society was founded. Offering this etymology will help your
audience to remember the meaning of vegan.
Define a word by explaining its use or function.
For example, in vegan recipes, you can use tofu to replace meat and soy
milk to replace cow’s milk.
Define something by using a familiar synonym or antonym.
A synonym is a word that has the same or similar meaning; an antonym is
a word that has the opposite meaning.
Therefore, you can define vegan by comparing it to a word vegetarian
(synonym) or to the word carnivore (antonym).
b.
c.
d.
ACTIVITY
“What is it?”
a.
b.
c.
d.
e.
2.
Read about the recent flu: COVID-19 on the internet.
Note important details.
Create a definition of COVID-19 from data gathered.
Create your own title.
The same rubric will be used.
DESCRIPTION
Informative speeches can be made more vivid by describing, telling what it looks like. To
describe effectively requires you to observe particular descriptive characteristics and to create
vivid ways to communicate those observations.
Description is the informative method that is used to create an accurate, vivid, verbal
picture of an object, geographic feature, setting, event, person, or image. This method usually
answers who, what, or where question. It will be more effective if you have presentational aid,
but verbal descriptions that are clear, vivid, can create mental pictures that are also informative.
To describe something effectively, you can explain its size, shape, weight, color, composition,
age, condition, and spatial organization.
You can describe size subjectively, such as large or small, and objectively by nothing
specific numerical measures. For example, you can describe the New York City subjectively as
the largest in the US or more objectively as home to more than 8m people with more than
26,000 people per square meter.
You can describe a shape by reference to common geometric forms like round,
triangular, oblong spherical, conical, cylindrical, or by reference to common objects as a book or
31
a milk carton.
You can describe weight subjectively, such as heavy or light, and objectively by pounds
and ounces or kilograms or grams.
As with size, you can clarify weight with comparisons. For example, it’s about as heavy
as an Octopus. The adult North Pacific Giant Octopus usually weighs around 50kg. It is the
largest octopus species and is known for its considerable intelligence, including the ability to
open jars, solve mazes, and mimic other octopuses.
You can describe color by combining a basic color (such as black, white, red, or yellow)
with a common object. For instance, instead of describing something as a dark red or purple
brown, you may describe the object as “eggplant purple.”
You can describe the composition of something by explaining what it is made of, such as
by saying that a building was made of bricks, concrete, wood, or siding.
In some cases, you may be clearer by describing what it looks like rather than what it is.
For example, you may say that something looks metallic even if it is made of plastic rather than
metal.
You can describe the something by its age and condition. For example, describing a city
as old and well-kept gives a mental picture.
REVISING DESCRIPTIONS
Description is improved with careful revision. For most people, vivid description does
not come easily we are not used to describing vividly in ordinary conversation. In practicing a
speech, the speaker has the opportunity to work on the language, revising general and bland
statements to make them more specific and vivid. We can work with a single, simple idea to
illustrate the revision process.
Consider this sentence: Several pencils were on Jamal’s desk.
This statement of fact tells us that pencils (plural) were on a desk, but it gives no real
description. Revising this description begins by asking questions that relate to the essentials of
description we discussed. By asking “How many pencils? What color were they?” specific
descriptive details come to mind. This revision answers those questions:
Five yellow pencils decorated Jamal’s desk.
“Five” is more descriptive than “several” because it is more specific; “yellow” begins a
description of how they look ed; “decorated” is more descriptive than “on” because it carries a
mental picture.
Now ask the questions “What condition were the pencils in? How were they arranged?”
In the following two sentences, we get completely different descriptions of the pencils based on
the answers to these questions:
Five stubby, well chewed pencils of different colors, all badly in need of sharpening,
were scattered about Jamal’s desk.
These examples begin to show the different pictures that can be created depending on
how you use the observed details. Continued revision may lead to your trying to memorize the
speech. As you practice, try to keep the essentials in mind but use slightly different wordings
each time to express your descriptions. By making minor changes each time, you will avoid
memorizing the speech.
32
ACTIVITY
“Can you guess?”
a. Think of your favorite food.
b. Create a description of your favorite food including the following factors:
 Ingredients
 Color
 Taste
c. Do not reveal the name of the food.
d. Post the composition on your social media account and tag your friends. Let them guess the
name of your favourite food.
3.
COMPARISON AND CONTRAST
Comparison and contrast is a method of informing that focuses on how something is
similar or different from other things.
Comparison in writing discusses elements that are similar, while contrast in writing
discusses elements that are different. A compare-and-contrast essay, then, analyzes two
subjects by comparing them, contrasting them, or both.
The key to a good compare-and-contrast essay is to choose two or more subjects that
connect in a meaningful way. The purpose of conducting the comparison or contrast is not to
state the obvious but rather to illuminate subtle differences or unexpected similarities.
For example, if you wanted to focus on contrasting two subjects you would not pick
apples and oranges; rather, you might choose to compare and contrast two types of oranges or
two types of apples to highlight subtle differences.
For example, Red Delicious apples are sweet, while Granny Smiths are tart and acidic.
Drawing distinctions between elements in a similar category will increase the audience’s
understanding of that category, which is the purpose of the compare-and-contrast essay.
Similarly, to focus on comparison, choose two subjects that seem at first to be
unrelated. For a comparison essay, you likely would not choose two apples or two oranges
because they share so many of the same properties already. Rather, you might try to compare
how apples and oranges are quite similar. The more divergent the two subjects initially seem,
the more interesting a comparison essay will be.
The Structure of a Comparison and Contrast Essay
The compare-and-contrast essay starts with a thesis that clearly states the two subjects
that are to be compared, contrasted, or both and the reason for doing so. The thesis could lean
more toward comparing, contrasting, or both. Remember, the point of comparing and
contrasting is to provide useful knowledge to the reader. Take the following thesis as an
example that leans more toward contrasting.
Thesis statement: Organic vegetables may cost more than those that are conventionally
grown, but when put to the test, they are definitely worth every extra penny.
Here the thesis sets up the two subjects to be compared and contrasted (organic versus
conventional vegetables), and it makes a claim about the results that might prove useful to the
reader.
33
Writing a Comparison and Contrast Essay
First choose whether you want to compare seemingly disparate subjects, contrast
seemingly similar subjects, or compare and contrast subjects. Once you have decided on a topic,
introduce it with an engaging opening paragraph. Your thesis should come at the end of the
introduction, and it should establish the subjects you will compare, contrast, or both as well as
state what can be learned from doing so.
The body of the essay can be organized in one of two ways: by subject or by individual
points. The organizing strategy that you choose will depend on, as always, your audience and
your purpose. You may also consider your particular approach to the subjects as well as the
nature of the subjects themselves; some subjects might better lend themselves to one structure
or the other. Make sure to use comparison and contrast phrases to cue the reader to the ways
in which you are analyzing the relationship between the subjects.
ACTIVITY
NORTH VS. SOUTH
a. Read or research about Korea
b. Note their similarities and
differences
c. Write your observation using the
Venn Diagram
d. Cite your references
4.
NARRATION
Narration is the method of informing that recounts autobiographical or biographical
event, a myth, a story, or some other account.
Recall from that a narrative is a story, a tale or an account (often humorous) that has a
point or climax. A joke has a punch line; a fable has a moral; other narratives have climactic
endings that make the stories interesting. Thus, the primary goal of a narrative is to make a
point in such a unique or interesting way that the audience will remember it because of the way
it was presented. In a speech about the costs of faulty listening, suppose you exemplified your
point with this narrative:
Abraham suffered great personal cost by working all day to finish a report for the five
o’clock deadline, only to find as he turned it in that he was a day early.
This one sentence narrative about Abraham can then be developed to be both more
interesting and more memorable. Let’s consider three major elements of narration and how
they can increase the power of this particular narrative statement.
1. Narratives are built with supporting details. Narratives can be long or short depending
on the number and degree of development of supporting details used to build the story to
maximize its effect. For instance, in the narrative of Abraham’s report, you could introduce
details such as how Abraham got to work at 6 A.M., more than two hours earlier than usual, to
find the time to work on the report and how Abraham had to turn down a lunch invitation from
a man he had been trying to see for three weeks about an important issue of company policy.
2. Narratives usually maintain suspense. Part of the power of the narrative can be
increased by withholding the punch line until the end. If you can tease the audience, you will
hold their attention. The audience will be trying to see whether they can anticipate what you
34
are going to say. Vocally, a slight pause before delivering the punch line will heighten the effect:
Abraham worked all day to finish his report for the five o’clock deadline, only to discover
when he turned it in [pause] it was one full day early!
3. Narratives include dialogue when possible. A story will be much more enjoyable to an
audience if they can hear it unfold through dialogue. For instance, notice how our one line story
improves with this presentation:
As Abraham burst into his boss’s office with his report in hand, his boss’s secretary
stared at him, dumbfounded. When he said breathlessly, “Here’s the report, right on the dot!”
she exclaimed, “Abraham, the report isn’t due until tomorrow!”
ACTIVITY
“Let us laugh it out”
Most of us may have probably been asked of the
question: “What is you most embarrassing moment?”; and
we might have told a lot of stories; but this time, let us hear
about the latest one.
Directions:
1. Think of your most recent “most unforgettable
embarrassing story” last 2019 or this 2020.
2. Choose only one to feature.
3. Narrate the story in not less than four paragraphs and not exceeding seven
paragraphs.
4. Create a title.
5. The same rubrics shall be followed.
5.
DEMONSTRATION
Demonstration is a method of informing to show how something works. Demonstration
range from very simple with a few easy-to-follow steps (such as how to iron shirts) to a very
complex (such as explaining how a computer operating system (OS) functions.) Regardless of
whether a topic is simple or complex, effective demonstrations require expertise, developing a
hierarchy of steps, and using visual language and aids.
Regardless of whether a topic is simple or complex, effective demonstrations require
expertise, developing a hierarchy of steps, and using visual language and aids.
Watch the following videos for examples:
35
ACTIVITY
“Vlogger Mode On”
We have been seeing a lot of
videos in Youtube where vloggers eat, dance, sing, paint, fix something, cook, put make up
on, renovate a house, decorate something, or do anything. In this activity, you will be a
vlogger.
Directions:
1. Think of something you want to demonstrate (which should be something you are
expert on).
2. Pretend as if you are a vlogger and create an introduction for your vlog.
3. Write your script and practice to achieve smooth flow of presentation.
4. Shoot your video.
5. You may use any video editing applications necessary.
RUBRICS:
36
TOPIC 3:
VISUAL COMMUNICATION
As people are distinguished with their different communication styles, they are also
different when it comes to their learning styles. While some may learn with just listening, plainly
reading words, or by doing, some learn best when they are able to see visual presentations.
Here are some benefits of visuals…
 Most people understand things better when they have seen how they work
 Complex ideas can be presented clearly and quickly using visual aids
 People retain information longer when it is presented to them visually
 Visuals can be used to communicate to a wide range of people with different
backgrounds.
 Visuals are useful when trying to condense information into a short time period.
Visual aids when used imaginatively and appropriately will help your audience
remember more. Consider the following:
 People think in terms of images, not words, so visuals help them retain and recall
technical information
 Visuals attract and hold attention of observers
 Visuals simplify technical information
 Visuals may be useful in presenting technical information to a nontechnical
audience.
Understanding the Basics of Visual Designs
 Keep it simple.
- Do not overload.
- Give clear and immediate impact
- Simplicity maintains maximum personal contact with the audience
 Emphasize only key ideas
- When you call attentions to ideas with graphic representations, make sure the
graphic clearly illustrates your key points or most important supporting idea.
 Show what you can’t say
- Visuals are used to reveal materials that cannot be easily described orally
- Photographs, drawings, charts, and graphs may accomplish this objective
 Use close-up photos
- Close-up are effective in evoking emotional response
 Keep the number of images you present manageable
- Maximum of 8 to 10 images
 Combine variety with coherence
- In using a number of images, vary the design enough to make them interesting
but keep them aesthetically consistent.
 Use large lettering
- Avoid presenting long texts
37
Tips for Using Presentation Media
Consider the
room
You want to be
comfortable with
the environment
before the
speaking
engagement;
hence, make sure
to be familiar with
it prior the event.
Familiarize
yourself with the
arrangement and
identify possible
distractions. If
possible,
rearrange the
room the way you
want.
Practice with
your media
Set up early
If you can,
arrive a day
early on the
venue so you
may set up the
materials
needed
beforehand.
Doing this will
help you ease
your
nervousness
about the
speaking
engagement
and will
decrease your
anxiety on the
materials you
are to use.
As being familiar
with the venue is
necessary, so as
being familiar on
how to use your
media. Practice
using the media
and imagine
possible
interruptions so
that you may
already identify
solutions as well.
Conduct a drill of
your speech and
the media so you
may acquaint
yourself.
Speak to your
audience not your
media
Always make sure
that you face your
audience and avoid
turning your back
from them. Looking at
the presentation
media to read the
content is a common
mistake committed
by speakers. This is
the reason why
practicing with the
media is important.
DELIVERY METHODS
1. Impromptu (speaking without preparation).
Theoretically, an “impromptu” speech is
“made up on the spot.” It is unprepared and
unrehearsed. Often ceremonial toasts, grace
before meals, an acknowledgement, an
introduction, offering thanks and so on, fall
into this category.
Impromptu speeches are generally
short and are often given with little or no
notice. Notes are rare and the speaker generally looks directly at the audience. It would
be presumptuous and arrogant to declare rules for Impromptu Speaking. It is fair to
explain that “impromptu” describes a range from absolutely no preparation, to a
modest amount of preparation (mostly thought) and rarely incorporates research or the
formalities of outlines and citations that more formal speeches would include.
•
•
•
Advantages: Flexibility, spontaneous
Limitation: Not rehearsed, can be disorganized
Typical situation: Responding to audience’s question
38
Extemporaneous (a planned, researched, and rehearsed
speech). Sandwiched between the memorized and
impromptu delivery styles you find the extemporaneous
speech style. For this style, the speech is not completely
written out. It is usually delivered with keynotes for
reference.
Most public speaking courses and books describe
extemporaneous speeches as carefully prepared and rehearsed, but delivered using
notes of key words and phrases to support the speaker. Phrasing is pre- rehearsed,
words are pre-chosen, and the organization is fluid and well-constructed. There should
be no fumbling for words, no rambling, and length of time should be carefully
monitored. The style does offer the speaker flexibility to include references to the
immediate surroundings, previous speeches, news of the day, and so on.
•
•
•
Advantages: Allows speaker to develop expertise on a topic, to adjust to audience
feedback
Limitation: Rehearsing and researching take time
Typical situation: Classroom, professional, and community presentation
2. Manuscript. The word manuscript is the clue to the style. The speech is written and the
speaker reads it word for word to the audience. Originally, it was done from the handwritten paper manuscript. Today the manuscript style is common, but the paper is gone.
In the old days, the manuscript was hand-lettered on cue cards, which were held next to
the camera lens. Then paper scrolls, like printed piano rolls were used, especially in
Soap Operas. Today, a special teleprompter (working like a periscope) is attached to the
camera so the newscaster is looking at the lens while reading.
•
•
•
Advantages: Allows speaker to choose each word precisely
Limitation: Speaker uses written than spoken language which is difficult to modify
Typical situation: Political speeches
3. Memorized. The memorized style of speaking is when the manuscript is committed to
memory and recited to the audience verbatim (word for word). In the days
when elocution was taught, this was a typical approach.
•
•
•
Advantages: Allows speaker to present speech without notes
Limitation: Can seem artificial
Typical situation: Short ceremonial speeches
39
ASSESSMENT
Congratulations! You have reached the end of the Chapter.
Your task for this Chapter is to prepare a visual presentation on the past pandemic that
the world has experienced.
Directions:
1. Search on the internet about the different massive epidemic that the world has
undergone and thriven.
2. Write about each definition and description, how many died, and how the medical
professionals did to fight the pandemic.
3. Compare and contrast each pandemic and what how people adapted with the
precautionary guidelines.
4. Include photos and other necessary details.
RUBRICS:
CRITERIA
Organization
Clarity of
graphics
Graphics
Relevance
Visual
Product
Grammar
RUBRICS ON VISUAL PRESENTATION
Exceptional
Proficient
Average
(4 points)
(3 points)
(2 points)
Presentation
is Presentation
is Presentation may
sequential, logical sequential, logical not be sequential
and
effectively and
audience or logical but the
conveys
the understand
the audience
meaning
and purpose
understands
the
purpose to the
purpose
audience
Graphics
and Most graphics and The graphics and
content are clear content are clear
content are hardly
and easily viewed
identified
All graphics are All graphics and Most
graphics
related to the topic content are related relate to the topic
and make it easier to the topic and
to understand the most make it easier
presentation
to understand
The presentation is The presentation is The presentation
effective,
utilizes effective,
utilizes may
not
be
available
available technology effective
but
technology
effectively but may utilizes
available
effectively and is have errors or bugs technology but has
free of errors / bugs that detract from its errors or bugs that
and include glossary effectiveness and detract from its
of
new include glossary of effectiveness
terminologies
new terminologies
There
are
no There
are
1-2 There are 3-4
grammatical
grammatical
grammatical
mistakes on the mistakes on the mistakes on the
visual presentation
visual presentation
visual presentation
40
Poor
(1 point)
Presentation is not
sequential
or
logical and it may
be hard for the
audience
to
understand
the
purpose
Many graphics and
content are too
small or unclear
Graphics do not
directly relate to
the
topic
OR
detract from the
presentation
The presentation is
not effective or
does not make use
of
available
technology
effectively and has
errors or bugs that
detract from its
effectiveness
There are too
many grammatical
errors
4:
LESSON
Components of Effective
Communication
TOPICS
1. Informative Speaking
2. Effective Speaking
3. Structure of Oral Presentation
LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. Show appreciation on the value of achieving effective communication
2. Deliver an informative speech
3.
TOPIC 1:
INFORMATIVE SPEAKING
Whatever your role in a company, business, or Institution is, it is imperative that
communicate effectively. As aged old aphorism goes, “It is not what you say but how you say it.”
Communication is what separates a poor leader, team member, or employee from an
exceptional one. Using effective communication skills is the good work and relationship in the
workplace.
Communicating well with the team helps eliminate misunderstanding and stimulates a
healthy, peaceful, and effective work environment. Efficient communication with your team will
also get you get work done quickly and professionally. Effective communication in the workplace
increases production and output which are considered among the measures of success.
Effective communication is not just exchanging information. More importantly, it is
about sending appropriate messages across despite the barriers and understanding the
intention beyond the information. Most often, we just look into the way things are said rather
than the message – which results to no understanding or misunderstanding.
COMPONENTS OF COMMUNICATION

The source/sender. The sender should be competent in his field to create a clear
message with enough details to be easily understood by the receiver. His competence is
based on his wide experience and exposure to matters of content and expression.

The context of the message. The context is how the message is delivered by the sender.
Context in oral communication involves nonverbal communication such as gestures,
body language, facial expressions, and elements such as tone of voice. For written, it
involves style and diction.
The sender should know his audience, listeners or readers, for him to use the
right context. There should be some questions by the sender or source like: Is the
receiver indifferent to the content of communication or disdainful of the sender? What
style fits the audience?
41

The receiver/decoder. The receiver should listen actively and intently, ask questions to
clarify. The source should ascertain that the receiver shares meaning with the sender. If
the receiver trusts the source, there is a high chances of misunderstanding.

The method of delivery. The delivery method should be chosen by the by the
sender/source based on the medium he thinks most effective to convey the meaning of
the message to his receiver. Since there is a diversity of ways in with computers and
mobile devices, decisions about the delivery method have become more complex. It
should suit the communication needs of both source and receiver.

The content. The content of the message should be complete and clear and presented
and described in detail to obtain understanding with both sides. The content must
basically answer who, what, where, when, why and how of the matter. Before sending
any message, the source must check his details. It is easily done is written
communication. In oral, the source/speaker sometimes misses some details. In this case
it is good to note that the listener is active in asking what he thinks are essential.
Questions that enhance effective communication






Direct. The listener may pose simple questions with a basic interrogative: basic WH and
H questions.
Control. The listener already knows the answer to it when he asks it. It is a way of
finding out whether or not the person is lying, uninformed, and/or not paying attention.
Repeat. The listener may ask two different questions that are after the same
information. The second question is given later in the discussion.
Persistent. You ask the same question in different ways to explore all facets of the
desired information. Like repeat questions, persistent questions are asked if the listener
is doubtful.
Summary. The listener asks a question that allows the source an opportunity to revisit
the answer and confirms the idea acquired by the listener.
Non-pertinent. This isn’t about what the inquirer/listener wants to know about, but it
serves the purpose of seeing what it ‘looks like’ and getting the person to open.
Tips on Becoming a Good Listener
1. Focus on the speaker
“One cannot serve two masters at a time.” Thus, the receiver must eliminate all
possible interruptions/barriers that may impede the communication process. He must
pay attention and look at the speaker since some ideas are seen and not heard.
2. Favor your right ear
According to science, the left side of the brain contains the primary processing
centers for both speech comprehension and emotions. On the other hand, the right ear
is better in receiving sounds from speech, whereas left ear is more sensitive to music.
3. Do not interrupt
Listening is not the same as waiting for the listener’s turn to talk. The listener
cannot concentrate on what someone’s saying if he’s forming his interruption. Often,
the speaker can read listener’s facial expressions and know what’s in the mind of the
listener.
42
4. Show interest in the topic
The listener has to nod, shake head occasionally, smile at a person, and make
sure posture is open and inviting to the discussion.
5. Try not to judge
In effective communication with someone, the listener doesn’t have to like
them or agree with their ideas, values, or opinions. However, judgment or criticism
should be withheld to fully understand the speaker.
6. Provide feedback
It must be simply a verbatim repetition of the words of the speaker. The listener
may sound insincere or unintelligent. Better express what the speaker's words mean to
you, the listener. Ask questions to clarify certain points: “What do you mean when you
say…” or “Do you mean…?” Good listeners are more appreciated than speakers.
Read Non-verbal Communication
There are always meanings to any movement or activity of a speaker. Nonverbal
communication or body language includes facial expressions, body movements, gestures, eye
contact, posture, voice tone, breathing, clothes, and more. The ability to understand and use
nonverbal communication may help connect with others, give exact meaning, and build better
relationships at work and home.




Be aware of individual differences. Cultures and races are different. People use
different nonverbal gestures.
Match up verbal with nonverbal signals. The two should match. If the verbal
contradicts the nonverbal or vice versa, the listener may believe the nonverbal more
than the verbal. It may also make the listener think that the speaker is dishonest.
Use gestures depending on context. The tone of the voice differs when talking to
children and to adult. Be careful in using gestures in serious communication.
Emotional state of the conversationalist should be taken into consideration.
Different occasions and places also require different gestures. One hand gestures in
one occasion and place may not be used in another.
Avoid negative gestures. Better use body language to convey positive feeling even
when not actually experiencing them. When feeling anxious or nervous for example,
better use positive body language to signal confidence.
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TOPIC 2:
EFFECTIVE SPEAKING
With the large diversity of individuals all over the world, in school, in business, in the
workplace, or even at home, we have to make sure that we employ effective speaking by
overcoming the barriers to an effective communication.
To overcome barrier to effective communication, the following shall be observed:
1. Improve Communication Skills. JB Gleason said that interaction is more important in
learning a language than mere exposure. In the same manner, using the language through
interaction, that is, speaking, may help one improve communication skills.
2. Complete knowledge. “You cannot give what you do not have; you cannot teach what you
do not know.” For one to be able to provide inputs, one must have it through various ways
or methods: reading, listening, viewing, observing, and inquiring.
3. Control over emotion. As said Tony A. Gaskins, Jr. “Never speak from a place of hate,
jealousy, anger, or insecurity. Evaluate your words before you let them leave your lips.
Sometimes, it’s best to be quiet.” Our emotions are a great barrier to an effective
communication for these may influence the way we react. Hence, make sure that you can
have a good control of your emotion so it may not affect effective communication to exist.
4. Confidence. Sometimes, it is not enough to acquire complete knowledge about something,
but is also vital that we develop our confidence to achieve effective communication. Lack
of confidence hinders us from effectively delivering our topics. Confidence takes a lot of
time to be achieved, hence, work for it. Practicing in front of the mirror or in front of your
family and friends are two ways of gaining confidence.
5. Avoiding physical distraction. As compared to emotional or psychological disturbances,
physical distractions are much easier to eliminate. Our phones may provide the most
physical distraction. To avoid this, we must keep it while communicating to anybody.
6. Appropriate channel. Oftentimes, it is not our ability to communicate that becomes the
problem but it is the channel that we are using. Overtime, methods of communication
have become more complex. Nowadays, we may use IMs, emails, blogs, teleconference,
and the like. To achieve effective communication, we must decide which of those channels
is the best to use for our purpose.
7. Provision of feedback. Have you ever experienced speaking to someone without
expression? Is it hard? It is indeed awkward and difficult to speak to somebody who
doesn’t provide any feedback because we cannot get any information if they are interested
to listen.
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TOPIC 3:
STRUCTURE OF ORAL PRESENTATION
ASSESSMENT
Congratulations! You have reached the end of the Chapter.
Your task for this Chapter is to prepare and deliver a 10 to 15-minute oral presentation
about your experiences in COVID 19. Tell us the problems you have encountered and how you
have solved them. You may also tell us the fun things you did at home and the apprehensions
you have realized.
Directions:
1. Write an essay of your Quarantine experience not exceeding seven paragraphs.
2. Memorize your piece.
3. Practice the delivery of your piece, incorporate hand gestures and practice proper
facial expressions.
4. Practice your pronunciation, intonation, and stress.
5. Record your performance in a video.
6. Submit it to the link to be forwarded.
7. The same rubric for effective speaking will be used.
45
LESSON
5:
Communication in the Workplace
TOPICS
1.
2.
3.
4.
Business Letter Writing
Business Report
Business Meeting
Interview
LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. Be familiarized with the ways and steps of communicating in the workplace
2. Determine the uses and importance of the knowing how to write business
letters
3. Write appropriate business letters for a specific function
TOPIC 1:
BUSINESS LETTER WRITING
WRITTEN COMMUNICATION
Written Communication is any type of message that makes use of the written
word. This is the most important and the most effective of any mode of business
communication. This should be carefully worded and constructed to convey the exact
meaning to its readers. It should also be grammatically correct.
Some forms of Written Communication are as follows:
 Memorandums
 Emails
 Reports
 Training materials
 Bulletins
 Instant messages
 Employee manuals
I.
BUSINESS LETTER WRITING
Business or any institution is judged by its ability to communicate. The way in
which businesses express themselves say a lot. This must have formal tone; the writer
has to pay special attention to how he formats the letter and words the ideas. It is
definitely worth it to brush up on the basics of writing a business letter.
ELEMENTS OF A BUSINESS LETTER
 Address of the Sender (letterhead)
The sender writes his address in the letterhead. Alternatively, he can add these
details as the first item on the page. This section should only include the physical mailing
address without any contact details.
 Date of Writing
The date is usually written just below the sender’s address. For letter’s created
over a period of time, they should bear the date when the letter was completed. The
date is placed at the left or center.
46

Recipient’s address (inside address)
The recipient’s mailing address follows under the date on the left side of the
page. Precede it with the name and title of the recipient. In some cases, if the person’s
title is unclear, do a bit of research to verify it. This type of information can easily be
found on corporate websites or by phoning the company.
Mr. Angelo Co, Manager
Griffi n Plumbing Supply Co.
2018 Broo Avenue
Sucat, Parañaque 18701

Greeting
The salutation at the beginning of the letter can vary depending on how well the
sender knows the recipient. In extremely formal cases, it is acceptable to simply list the
recipient’s title and surname. When the two people are on a first name basis, the
salutation can instead read, “Dear [first name]”. If the person’s gender is unknown, it is
best to forgo a title and simply list their full name.

Body of the letter
The first paragraph should be concise and clearly written. It is customary to
include a brief amiable sentence, followed by the reason behind the letter. The
following paragraphs shall be used to elaborate on this reason. Include any necessary
details and information to ensure that the recipient fully understands. The last
paragraph is the closing paragraph. It should use to sum up the letter and request any
specific actions that are needed.

The closing
After the concluding paragraph, leave a blank line and then add a closing word
such as “Sincerely”, “Best regards”, “Cordially”, and “Cordially yours”. This should
always be followed by a comma and the sender’s signature below it. It is usually better
to personally sign the letter instead of using a digital copy of the signature. Below the



signature should be the sender’s name type out. This is specially useful since
most signatures are difficult to read clearly.
Enclosed documents
If any supporting documents have been attached, list them at the bottom
of the letter. This section should be titled “Enclosures”. For digital letters, include
the actual file name along with the extensions.
Typist’s Identification
If somebody else has typed the letter, include his/her initials at the very bottom
of the page. Senders who type the letter themselves do not need to include their own
initials.
Copy notation
This is needed when others are being sent a copy of the letter. The notation
appears below the signature, if there are enclosure notations or reference initials, it
appears below these. Use c (for copy) or cc (carbon copy or courtesy copy) followed by a
colon and the list of the fill names of individuals receiving copies.
47
ADDITIONAL ELEMENTS OF A BUSINESS LETTER

Attention line
The letter sender may know that the marketing manager is to receive the letter,
but cannot find the name of the manager. In this situation, it is appropriate to include
an attention line that says Attention Marketing Manager. This line is positioned as part
of the inside address.
Attention Marketing Manager
Smart Development Council
150 Procopia Avenue
Batangas City, Phil. 2001

Subject line
This is like a subject line in an e-mail. It helps the receiver identify the content of
the message before reading. This may be in all caps or initial caps and the word subject
is optional. The subject line appears after the salutation and before the body of the
letter.
Dear Mr. Angelito:
SUBJECT: MINUTES OF THE SUMMER MEETING
Postscript
This means after writing and is information included after the signature.

IMPORTANT THINGS TO REMEMBER WHEN WRITING BUSINESS LETTER
1. Business writing is marked by compact precise expression without wasted words. It focuses on
specifity and accuracy.
2. Always put in mind that the audience is too much busy and has limited time to read.
Skimming is always possible to be used by the audience. The reader always wants to
immediately know the focus of the letter.
3. Know your audience for the style to be used. Style varies from conversational to formal.
Knowing your audience makes you use the appropriate style for a specific audience.
4. The content should know the writer’s authority over the matter, clarity of matters,
completeness of details, objectivity in writing, and veracity of information.
5. Use appropriate pronouns. It is proper to refer yourself as ‘I’ and the readear as ‘you’. When
you use ‘we’ in your business letter, it commits your company to what you have written. If it
is your idea, use ‘I’; but if is your company policy, use ‘we’.
KINDS OF BUSINESS LETTER
A. Application Letter
This is a way of giving intent to apply to the company by the writer’s selfintroduction with inclusion of his skills, abilities, and relevant experiences and
backgrounds. A well-crafted application letter may lead to interview. Consider the
following points in writing the letter:
 Be succinct, use precise expression without wasted words. Limit your letter to one
page.
48



Try to identify the needs of the company of your skills. Match them in the letter in
a manner that it will appeal to the company’s interest. Have some knowledge of
the target company.
The style/language must be precise. Avoid long and intricate sentences and
paragraphs. Use action verbs and active voice. Show professionalism, confidence,
optimism, and enthusiasm.
Arrange points logically. Make an outline before the actual writing of the letter.
Each paragraph should be organized.
B. Letter of Inquiry
The letter asks someone for specific information or details. Matters of inquiry
may be about a product, a promotional material, office process, or anything about
business, office, or institution. Consider the following suggestions in writing this letter:
 Make the letter interesting to solicit response
 Give it a good friendly tone for quick response
 If the receiver does not know the sender, self-identification of the sender is
appropriate with his position and the institution he is connected
 An explanation why the information is requested is necessary. If needed, offer
confidentiality of the information requested.
 If there is an incentive for responding, write it.
The letter may contain the following:
1. First paragraph shall contain writer’s self-identification. If applicable, add writer’s
position and company.
2. The second paragraph may briefly explain the purpose of writing, why it is needed.
3. A list of specific information may be appropriate. The writer may also do it in a form
of question when less information is needed.
4. Make a good ending for the reader to respond.
C. Sales Letter
This letter is written to persuade its audience to try service provided, participate
in an activity, support a cause, and buy a product. This is also written to introduce a
product, person, company, or services to consumers. This letter is of great value to any
kind of profession.
In writing the letter, remember to target AIPA: Attention, Interest, Product
Application, Action.
D. Transmittal Letter
In sending a number of documents, the sender should have a cover letter for
them or a transmittal letter. This letter provides the receiver specific information on the
documents and also gives the sender a tangible record of the documents sent.
E. Memorandum
This type is a great way to communicate big decisions or policy changes to
employees or colleagues. Business memos are written to an entire office.
49
The best way to write a memo is to start with the paragraph introduction which
explains what is going on, what has to be done and why. In writing business memos, it is
necessary to write to whom it is intended, the reason for writing it, and who it is from.
Memos intend to inform about procedural changes that apply to a large group of
people. It often provides instructions using imperative voice.
How to write a memo
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Write “Memorandum” at the top of the page (with the number)
Write the date
Properly address the recipient
Write the sender’s name in the from line
Have a specific phrase for subject line
Add other recipients in the cc line when necessary
Provide background information why the memo has to be written
Explain the issue at hand
Instruct what action the receiver must act upon
Provide/Attach necessary documents
ACTIVITY
I. APPLICATION LETTER:
Directions:
1. Create an application letter addressed to a company of your dream.
2. Cite in the letter your credentials (which you think you already have five years from
now).
II. LETTER OF INQUIRY:
Write a letter of inquiry to
Local Government Unit about the
process on how to send off locally
stranded individuals.
III. SALES LETTER:
Read and evaluate the sales
letter below. Be guided with the
following questions:
1. How does the letter start? Did it
apply AIPA?
2. How is the body written?
3. If you were the receiver, what
would you feel about the letter?
4. If it needs improvement, what
parts will you change and why?
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TOPIC 2:
THE BUSINESS REPORT
Defined as an objective, unbiased, impartial, and planned factual presentation of the
information to a targeted audience for a particularly pertinent business purpose, the business
report may discuss facts about people, places, commodities, events, qualities, quantities,
concerns, discrepancies, results, and solutions.
1. Report Classification
Business reports can be classified as internal or external.
 Internal business reports are distributed within the organization and can be:
(a) Horizontal (peer-to-peer);
(b) Upward vertical from workforce to management); or,
(c) Downward vertical (from management to workforce).
 External business reports are those distributed outside the organization. Such a
report usually presents information to clients, prospective clients, stakeholders,
the public, and even, when necessary, the government.
2. Report Typologies
Business report, types can be informational or analytical.
An Informational Report is written when you write facts about your subject of
the letter without you providing any analysis or recommendation. It can be:
1) Progress report gives receivers update on status of a specific project and is
provided either during project; research or construction.
2) Periodic report is comparable to that of a progress report and the only
difference is that of its frequency of issuance. This report type is given on a
regular interval like weekly or monthly.
3) Travel re port sums up the purpose .and activities of a particular trip like
out-of-town seminar, national convention, or international conference.
4) Minutes of the meeting is sent to provide all those involved with a record of
what transpired during the meeting, particularly but not limited to
discussions and decisions made. However, personal biases and
interpretation on what transpired is not included.
An Analytical Report is a more complicated type of business report written to not only
provides facts about your subject of the letter but also analysis, interpretation, conclusion, and
even.; recommendation. Additionally, the analytical report after describing a specific situation
alto convinces the reader of an action needed to be performed as part of a solution. And, an
analytical report can either be a:
1)
2)
Feasibility report is an analytical report that measures the possibility of possible
solutions that. Will later be furthered:: with recommendations.
Justification report provides' the receiver with details in relation to what is needed
to be performed such as the need to order, purchase, suspend, or return.
51
REPORT CATEGORIES
Business reports are categorized as formal or informal. The category can be determined
by identifying the subject of the report, the specific audience recipient, and the preference of
the company.
Formal Report, written in formal language, this very detailed report is created to
explicate complex projects, transactions, cases, or situations, and includes specific parts
with its particular components that constitute project complexities. This comprehensive
reportage requires thorough investigation for factual reporting.
Informal Report, written in a rather informal language, this report category- is created
for less serious, less complicated projects with fewer parts needed for inclusion.
PARTS OF FORMAL REPORTS
Formal reports have three main parts: preliminaries, body, and supplementary. The
preliminaries and supplementary provide separate component, however the inclusion of each
component is dependent on the subject, required length, required information, and company
policy.
1.
The Preliminaries
This is also known as the front matter and precedes the body of the report.
A.
2.
Title Page contains the descriptive title of the report in bold and all capital letters;
the receiver's name with the professional title, position in the company, and name
of the company; the author's name and professional title; position in the
company, and the company name; the date when the report is submitted. Make
sure that the descriptive title should reflect the nature, purpose, and content of
the entire report. Also, place all information at the center of the page, and extend
it downward to cover most of the page's length.
B.
Transmittal Message contains the information needed to be shared to the
recipient if done personally. This is the report's cover letter in either letter (for external distribution) or memo (for internal distribution) form. The letter opens
with the reason why the report is created, followed by the important points the
reader should consider, an outline of conclusions and recommendations, a
statement of gratitude, and a goodwill close stating I he anticipation of a
discussion of opportunities and other assistance that can be rendered.
C.
Table of Contents shows the list of the parts and components of the report with
its corresponding page numbers.
D.
Abstract is the summary of the report, but does not include the conclusion and
recommendation.
The Body
This part of the format report provides readers the information and ether supporting
details of the main objective of the report. This may also present visuals such as pie charts,
graphs, or bar graphs among others. The body has three main sections, namely the introduction,
the text, and the terminal section.
A.
Introduction gives the receiver the proper direction of the content of the report by giving
any or all of the following components:
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TOPIC 3:
BUSINESS MEETINGS
a. Authorization statement identifying the person, department, sector, or office
that requested the business report.
b. Report objectives that specify the reasons why the report was prepared.
c. Problem provides a clear description of the situation to be reviewed and
analyzed.
d. Background offers an in-depth explanation of how the situation being reported
has evolved.
e. Scope defines the extent of the investigation of the report.
f. Limitation states the restrictions encountered in preparing the report such as
time, support, finances, and source of information.
g. Research sources reveal the sources used to provide the primary and secondary
information given in the report.
3.
B.
The Text or more commonly known as the findings of the report entails the details
needed to support the objectives of the report. This includes all the pertinent and
relevant information that you have gathered from your primary and secondary
sources. Since this is the longest part of the business report, headings and
subheadings should be indicated to give clear distinction of information.
Additionally, you should be able to appropriately present the information following
a formal discussion sequence of (a) presenting main points, (b) order presentation
of reasons by priority, and (c) organize discussion by topical consideration.
C.
The Terminal Section content will be dependent on the type of report. If it is
informational, then you would need to present the main points in the order it was
presented in the report. If it is analytical, then provide the results of the analysis of
information as your conclusion, and whenever applicable, include your
recommendations. Always be guarded that, if and when you do share your own
opinions in any part of the report, it should be clearly stated as such so that your
credibility will not be questioned.
The Supplementary
Also called as the back matter, the supplementary would consist of the work citations or
references, the glossary, and the appendixes.
A. Work Citation or References is the list of all the resource materials you have used in
the report you have written. It usually follows an APA or MLA format.
B. Glossary is the alphabetical list of unfamiliar terms found to the report. Together
with these terms are- the definitions based on either an established source or on
how it was used in the report.
C. Appendices are documents one other pertinent information needed to further
understand some of the parts dismissed in your report. This includes visuals, images,
technical data, and instruments for data collection.
D. Index is the alphabetical listing of the topics and subtopic elaborated in the report.
53
I.
GUIDELINES IN CONDUCTING BUSINESS MEETINGS:
PREPARATION
1. Know the meeting policies (have a copy if any)
2. Prepare a minutes template in advance
3. Be ready with the writing pad for the recording of minutes
DURING THE MEETING
1. Have the attendance sheets signed/filled out
2. Note all the motions: name of movers and seconders, result of votes. Note also if the
motion was approved or disapproved
3. Be objective in recording
4. Get a copy of the reports and similar documents discussed in the meeting
5. Record all points of orders and rulings. When an objection is made, it should be
recorded in full and its basis. The ruling of presiding officer must also me noted.
6. Wrap up at the end of meeting.
PRECAUTION
1. Do not write too much detail – be precise and brief as possible. Choose only the most
necessary ones
2. Personal interpretations of the secretary must not be included in the record (unless
stated in the meeting)
3. If the minute taker were asked to record a confidential discussion such as between a
lawyer and a client, make separate minutes and store them separately from the
‘general meeting minutes’ folder. Mark them confidential and make it clear who has
access to the folder.
II.
BUSINESS MEETING SKILLS
The chairperson has to have the following in mind:
 The chairperson controls the meeting
 All remarks are addressed to the chair
 Members do/must not interrupt one another
 Members aim to reach consensus
 A vote is taken if consensus is not reached
 The majority wins the vote
 All members accept the majority decision
The chairperson can/should:
 Indicate progress, or lack of
 Refocus discussion that has wandered off point
 Conclude one point and lead to the next
 Highlight important points
 Assist secretary, if necessary
 Clarify any misunderstanding
 Pace the meeting ensuring it runs in time
 Remind members what they have achieved and thank their contributions
54
III.
All participants should:
 Undertake necessary preparations prior to the meeting
 Arrive on time
 Keep an open mind
 Listen the ideas and opinions of others
 Participate in the discussion
 Avoid dominating the proceedings
 Avoid conflict situations
 Avoid side conversations which may distract others
 Ask questions for clarifications
 Take note
 Undertake all agreed actions after the meeting
AGENDA
For a better discussion, the agenda shall be known to the participants prior to
the meeting so they may prepare or read in advance. This saves time during the
meeting. The agenda may have the following components:





\ 



Opening formalities
Apologies
Confirmation of minutes
Business arising from the minutes
Correspondence
Business arising from the
correspondence
President’s report
Treasurer’s report
Approval of membership










Special reports
Election of office bearers
Election of auditor
Guest speaker
Motions on notice
General business
Notice of motions
New business
Date of next meeting
Close of meeting
IV.
AT THE MEETING
For formal meetings, Rule of Debate may be used. These are guidelines based on
parliamentary procedures and apply to general meetings and public meetings. Formal procedure
gives meetings a structure and helps members reach clear decisions. They can also help control
large meetings or a single antagonist on a committee.
a) Motions
The Rules of Debate require that all business be put forward as a possible statement of
action called a ‘motion’. A ‘motion’ is a formal recommendation put to a meeting for debate and
consideration.
b) Understanding motions
All items or issues requiring actions and decisions must be presented during the
meeting. If passed/approved, it will be a resolution.
All motions shall be proposed by a mover in front of the chairperson and then
supported/seconded by another committee member before any discussion can take place on
the item.
The proposer then explains the motion to support it. The seconder has the right to
speak immediately or wait until the end of the debate.
55
The chairperson then call for speakers alternately for and against the motion. At the end
of the debate, the propose can reply. A vote is taken. The secretary should record the motion,
who proposed and seconded it and whether it was carried.
c) Amendments
Any speaker can move an amendment to the motion. When this happens, people speak
for and against the amended motion. The amendment must be put before voting on the original
motion. If the amended motion is carried, the debate continues on the amended motion. If the
amended motion is lost, discussion moves back to the original motion.
d) Voting at Meetings
The chairperson must have a clear understanding of the voting rights of members. There
are several ways of voting. Choose the one most appropriate to your situation – don’t opt for a
secret ballot when you know everyone in the room agrees on an issue.





General Agreement – why put it to vote if everyone seems to agree? The chairperson
may say “Do we all agree…” or “Does anyone agree…?”
Verbal – the chairperson asks people to say “yes” or “no” and decides which was the
louder response. Suitable for larger groups.
Secret ballot – individuals vote on paper and two elected people – often committee
members – count the votes. Suitable for elections.
Proxy – individuals who are absent can give someone else the power to cast their vote.
Proxy votes are permitted only if the constitution allows for them and are usually bound
by strict rules to prevent unfair lobbying.
Postal – again, these are only permitted if the constitution allows.
e) After the Meetings
For the sake of accuracy, minutes should be written as soon after the meeting as
possible, when the details are still fresh in mind. Preferably minutes should be circulated within
a week of meeting being held. Prompt circulation of the minutes stirs people who have been
assigned tasks into early action and swiftly brings up to date those who missed the meeting.
ACTIVITY
The class will be group into 12-15 members. Each group is tasked to perform a
simulation of a business meeting following parliamentary procedure. The topics to be discussed
are the following:
1. Precautionary measures to be implemented inside school premises to prevent
spread of CoViD-19.
2. Duties and responsibilities to be regulated inside every classroom.
3. Plans and projects to be organized in an specific club/organization.
4. Nutritious food to be suggested at the school canteen/cafeteria.
5. Plans and schedule on the improvement of school gardens.
This may be conducted using Video Calls. Minutes of the meeting shall be written as
well.
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TOPIC 4: THE INTERVIEW
THE INTERVIEW
An interview is a system of dyadic communication consisting of an interchange of ideas
and opinions through questions and answers to achieve a purpose.
An interview is essentially a conversation, though with several special features: it has a
special purpose; it follows a fairly structured pattern – time, place, length, participants, and
subject matter are established well in advance; and one group or participant controls the
proceedings and contributes mainly questions – the other contributes only answers.
To note, there are different types of interviews, different kinds of interview questions,
different kinds of interviewers, and of course different ways to provide responses to interview
questions. The following discussions will hopefully equip you the knowledge and skills that will
give you a head start to acing that job interview.
JOB INTERVIEW
A job interview is a formal, structured business meeting where a representative of the
prospective company exchanges information with the candidate and asks questions in order to
assess their knowledge, competencies; skills; and suitability for employment. And, while it is
obvious that you, as an applicant, are looking for the right job, the truth is that the employer too
is looking for the right applicant who can fill in their vacant position; hence, the interview is a
two-way street.
III. WHAT TO DO BEFORE AN INTERVIEW?
Here are some tips on what to do before your job interview:
1. Know your ability to:
a. respond to questions effectively;
b. use verbal communication proficiently;
c. use nonverbal communication efficiently; and
d. use relevant and relatable experiences qualification and credibility.
2. Prepare yourself to:
a. Articulate your thoughts, skills, talents, objectives;
b. Have more than expected knowledge about and the position you are applying for; and
c. Complete all the other pertinent legal, documents needed for
3. Dress yourself to:
a. Create positive impression;
b. Imbibe confidence;
c. Project professionalism; and,
d. Strengthen character.
WHAT TO DO DURING AN INTERVIEW?
You have prepared for the day of interview and so when it does, here are some pointers:
A.
Travel Time:
a. Plan your route. Make sure that you already have a concrete idea on how to go
to your destination in the shortest time possible. More importantly, have at
least two more alternative routes, just in *ease the first becomes worrisome.
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b. Allot a good amount of time for you to travel from your place to wherever your
interview is. There are mobile and Internet applications that can help you know
how much time you need-to travel. Never be clueless.
c. Make sure that you arrive at least 13 to 30 minutes earlier than the set
appointment. This will give you enough time to gather your thoughts, compose
yourself, freshen up, use the restroom, be wore telexed, and walk to the
interview without you having to hurry up. d. If possible, try having a dry run of
your travel so you can really 'lest the water."
B.
Actual Interview:
a. Smile and give a corporate handshake (receive the interviewer's hand with
both of your hands, then handshake gently but firmly.)
b. Listen attentively. Wait till the person finishes the question
c. Breathe in. Breathe out. Oxygen is needed by the brain when thinking.
Relax.
d. Maintain eye contact. Be cautious of your nonverbal cues.
e. Be poised, confident, and dignified.
f. Be humble, honest, and polite.
g. Be focused, attentive, and professional.
h. Be spontaneous, natural, and be yourself.
What to Do After an Interview?
After your interview, listen to the instructions that will be given you by your interviewer.
Also, take note of the name of your interviewer/s and ask for their email addresses so you can
do your follow up, say three weeks after your actual interview. More importantly, ask for their
omens so you can send these individuals your letter of gratitude. Never forget to formally say
thanks through the written word.
How Do You Answer Questions in an Interview?
For situational inquiries, one of the recommended formulas in creating responses for
job interview questions is by using a structured means to respond when given a behavior-based
query. • This method allows you to specifically describe and elaborate a situation, task, action,
and result; hence it is called the STAR method. However, before you even begin verbalizing your
response, you would need to first identify the skill or competency being sought for you to
provide the most appropriate response.



Situation. Provide a vivid description of the particular situation you were that is highly
relative to the question given. Make it a point that you are able to provide pertinent
details of the situation.
Task. Identify the specific problem that needed resolution. You also' need to determine
what really is being asked or demanded of you to do in the given specific situation. •
Action. Enumerate, describe, and elaborate all the things that you did and its
contributions to resolve the conflict at hand. Be mindful that when it is a team effort
that you would be relating to your interviewer, focus on your actual, personal
contributions to address the problem. Always use the first personal singular pronoun "I"
and not the plural form "we" whenever you discuss actions.
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
Result. Narrate the details of the outcome of your actions. Do not be afraid to give
credit to yourself for taking such steps in order to resolve the problem. More
importantly, make mention of the skills, knowledge, and other positive values you have
learned from the experience.
To reiterate, there is no one sure way and no short cuts to achieving a successful
interview. You need to really practice a lot in enhance your interviewing skills. Remember that it
is only through constant practice that you are able to better your performance so never hesitate
to practice, practice, and practice some more.
ACTIVITY
MOCK INTERVIEW
In this activity, you will be experience how to conduct and answer an interview. The
class will work in pair – one will be the interviewee and the other will be the interviewer and
vice versa.
RUBRICS:
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LESSON
6:
Persuasive Presentation
TOPICS
1. Persuasive Presentation
2. Requirements of Writing Persuasive Messages
3. Writing a Persuasive Request
LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. Identify the ways on how to develop a persuasive request
2. Determine the uses and importance of persuasion
3. Write and deliver a persuasive request
TOPIC 1:
I.
Persuasive Presentation
Persuasion
Persuasion is an integral part of our life. From convincing our parents to give us money;
urging our classmates join us in a cause-oriented event; or even influencing our friends not to
drink and smoke – persuasion is being generally used.
Kendra Cherry (2020) says that persuasion is a powerful force in our everyday life and
does a major influence on society and a whole. Politics, legal decisions, mass media, news, and
advertising are all influenced by the power of persuasion and influence us in turn.
Moreover, Perloff defines persuasion as "...a symbolic process in which communicators
try to convince other people to change their attitudes or behaviors regarding an issue through
the transmission of a message in an atmosphere of free choice."
II.
Characteristics of Persuasion
 Persuasion as communicative device hopes to bring forth preferred response from
the audience.
 Persuasion is an individuals’ conscious effort to influence and change the mind-set of
the audience – attitudes, beliefs, preferences, or behaviours through the message
being shared within the speech to be delivered.
 Persuasion is an activity that represents the very purpose of the speaker and that is to
influence the audiences’ level of acceptance of new learning or updates of present
knowledge through the content of persuasive speech.
 Persuasion is the clear intent to influence the mental state of the audience using
communication with some degree of freedom.
III.


Components of Persuasion
Highly symbolic as a process. Because it is a process, the audiences’ change of mind
and change of heart demands time for absorption and acceptance of the message
eventually occur.
Act of influence.
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


IV.
Ultimate self-decision. The audience almost always have firm stands about the subject
and the topic, thus, the speaker may just either challenge or validate what they know.
Involves transmitting and sharing of messages.
It requires free choice. Provide a leeway for the audience to think, adjust, weigh, and
be free to choose whether or not they will lean towards your recommendation as a
speaker or decide to take the opposite route.
Effects of Persuasion
Miller (1980) provided three effects of persuasion as follows:
Shaping
Persuasive speeches can mould the disposition of the audience by connecting
developments, characteristics, components, factors, and aspects of subject and to that of the
audiences’ perception.
Example: Liquor ads that use young men and women to show that it is cool.
2. Reinforcing
As said, speeches can either provide new learning or update present knowledge.
This is true in the case of persuasive speeches. Although the more popular purpose of
persuasion is to influence, another equally important function is to validate and strengthen the
disposition of the audience as regards the subject and topic being discussed.
As the maxim goes, “If you can’t beat them, join them.” This tells us that instead
of going against our audiences’ mind-set, we provide reinforcement.
Example: True during elections as politicians need people to vote them.
3. Changing
Having to present them the similarities and differences of the disposition of the
message you are trying to send, the risk of their present choice and benefits they will enjoy from
your proposition, the disadvantages they have from their present standpoint and the
advantages they will gain from your messages will increase the chances of your influencing them
and eventually changing their learning.
1.
V.
Process of Persuasion
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TOPIC 2:
Requirements of Writing Persuasive Messages
Persuasion is not a simple process. It requires not only powerful presentation of
message and use of evidences but moreover requires other factors as follows:
1. Pleasing personal traits
2. Physical Appearance and Demeanor
3. Voice and Manner of Self-Expression
4. Awareness of Audience and Context
1.
Pleasing personal traits
Speakers may become more effective persuaders when they possess qualities that
speakers may favor and thus make them more believable. These traits may include selfconfidence, sincerity, competence, and friendliness. However, as they say, too much of a good
thing is bad. These qualities, when used in moderation can lead us a long way.
a.
Self-confidence.
Self-confidence is a skill that cannot be acquired overnight – it takes a lot of time and
effort to build confidence in oneself.As said by Robert Staubach “Confidence comes from hours
and days and weeks and years of constant work and dedication.”
If we firmly believe in our abilities, we are also more likely to explore new things.
Similarly, if we have trust in ourselves, people also find it easy to believe in us.
b.
Sincerity.
As said by Somerset Maugham, “Sincerity is like an iron girder in a house of cards.” As
suggested, if you want to sound and look sincere, be sincere. You have to be calm and be
natural as possible. Being natural may help you express your feelings and thoughts as accurately
as possible.
c.
Competence.
God is ever fair to every individual that He gave each of us expertise on one or two
things. Just like self-confidence and sincerity, our competence could also entice listeners to
engage in listening. As listeners, once we sensed that the speaker is skilled and knowledgeable
on the topic at hand, we tend to build trust, and detect sincerity. The professional and business
worlds do not just look into confidence and sincerity but also consider competence as one of the
major qualities to be hired and promoted.
d.
Friendliness
People who are arrogant are very hard to deal with – but someone who is friendly is
very fun to be with. It is important to smile and see audience through their eyes. By this, the
speaker is able to acknowledge their presence in the venue is very much appreciated. A friendly
speaker with a heart listens.
2. Physical Appearance and Demeanor
Their impression of both the speaker and the immediate environment will, of course, be
part of the message, which may make or break the presentation. Moreover, the speaker should
show the highest degree of professionalism in his movement, gestures and facial expression.
a. Immediate Environment. Whether it is an online of actual presentation, the background
and environment shall look professional.
b. Personal Appearance. The speaker should make sure that his clothing is appropriate and
that nothing in his overall appearance (hairstyle, jewelry, etc.) may distract the listeners.
c. Facial Expression.. The golden rule is that whatever the speaker says should be manifested
in his face, and that none of his facial expressions should contradict his pronouncements.
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d. Posture. A speaker should maintain good posture because it is a vital part of his overall
personality, and it is even more obvious than his facial expression. Even people who are not
close enough to examine his facial expression can get a good view of his posture from afar.
e. Walking. The audience also tends to judge a speaker based on the way he walks. The
moment a speaker leaves his seat to go to the podium, or to the stage, he is already being
observed by his audience. Strong sure steps convey a feeling of confidence. Hesitation is felt
by the audience as lack of self-confidence on the part of the speaker. When presenting, it is
okay to walk forward and to the sides, as long as the walking accomplishes certain purposes
such as emphasis on certain points of discussion. However, the speaker should make sure
that his voice is audible enough even when he walks. A lapel is most suitable for this
purpose.
f. Gestures. Unlike facial expression, gestures may be planned ahead, and practiced. Gestures
are strong means of supporting the ideas laid down by the speaker. Shaking one's head
shows disagreement, a shrug means not paying a particular attention to an issue at hand, a
dosed fist means a strong conviction, palms on both cheeks means being overwhelmed, etc.
The meanings of these gestures. however, may vary from country to country. This means
that the meaning conveyed by a particular gesture may be different if it is done in Japan, in
Korea, in Germany, in Australia, in the Philippines. or In another country. Before the
introduction of the American culture where the middle finger is a bad gesture, the middle
finger meant "brother" in Japanese. One may want to spread peace and love using the "V"
sign but in Great Britain, it depends as to where the hand is facing because the message may
be the exact opposite of what one intends to express.
3.
Voice and Manner of Self-Expression
A speaker should constantly work on having a pleasant voice that is interesting to his
listeners. Interesting means that the voice keeps the listeners’ attention focused on the speaker
because of vocal quality, vocal emphasis, variation in speed, and variation in pitch.
a. Voice Quality. Some voices may be more pleasant than those of other people. A speaker
who is a businessman may resort to voice therapy if he needs to, or work on varying his
pitch, getting the right volume. and speed in delivery to improve his voice. He can try to
assess his speaking voice by recording it, or by taking a video of him so he can see where
he has to improve. Observing and listening to professors, television hosts, professional
speakers, trainers, and other careful educated speakers of the English language will help
a great deal in being able to improve on voice quality.
b. Vocal Emphasis. Varying the manner of speaking is a great way to achieve vocal
emphasis. This can be achieved by changing the pitch once in a while, varying the pace
while presenting, and varying the volume of voice.
c. Pitch Variation. Variation in pitch keeps the audience from being bored and helps the
speaker avoid talking in a monotone. A speaker may intentionally vary his pitch
depending on what he is discussing so he can hold the interest of his listeners. A
seasoned speaker does this technique in a more natural way because of constant
practice.
d. Variation in Speaking Speed. The lack of variation in the speed of speaking tends to
bore the listeners. As a rule, the easy parts of a speaker's message should be presented
at a fairly fast speed while the difficult parts or the parts that need to be emphasized
should be delivered at a moderate speed. so the listeners can catch up or thoroughly
under-stand the message. The minds of the listeners may also wander when easy
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information is presented in a very slow manner, or when the speaker has given away
the information just before he writes it on a white board or a flip chart.
e. Language Register. This is the level of formality with which a person speaks. Different
situations and different people call for different registers. T bee are language registers:
frozen, formal, consultative, casual, and Intimate. The decision as to what language
register should be used depends on the situation, audience, and subject. For topic
presentations, the formal language register should be used.
4.
Awareness of Audience and Context
In advance, a speaker or precentor should be fully aware of his audience and of the
perspective from which he is going to deliver his presentation. These are highly crucial in the
effective delivery of the message. The speaker must ensure that the audience pay attention and
listen. A good understanding of the background information about the audience is definitely a
plus.
ACTIVITY
“THE VLOG CRITICS”
We all watch vlogs of our favorite influencers. There are moments when these vloggers
are already sponsored and hence talk about the good sides of the product so as to endorse the
product.
For this activity, you are going to look for a vlog in YouTube that is too good to be true.
Evaluate the said vlog using the following:
1. Is the vlog informative?
2. Does the speaker speak clearly?
3. Does the speaker use logical persuasion?
4. Would you buy/use the product being endorsed?
“THE ONLINE SELLERS”
Online selling is the new trend at this age. People sell products through online
platforms as Facebook and Instagram.
For this activity, you will be the online sellers.
Directions:
1.
2.
3.
Choose a product you want to sell
Identify the good traits of the product
Persuade viewers to buy the product
Rubrics:
Clarity of Presentation – 30%
Content of Presentation – 30%
Use of Persuasion
– 30%
Grammar
– 10%
This may be an FB/IG post or a video.
100%
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TOPIC 3:
Writing a Persuasive Request
In the world of work, whatever one writes has some sort of persuasive purpose.
Whether it be to encourage a positive company image, to convince the reader of the writer’s
professionalism, or to build goodwill, each of these pieces of writing is highly challenging and
necessitates strategic thinking, careful analysis and skillful writing.
REQUIREMENTS OF WRITING PERSUASIVE MESSAGES (Chelsi Nakano, 2016)
A successful, persuasive presentation can completely change the trajectory of your
career. Maybe you’re an entrepreneur trying to convince a group of venture capitalists to fund
your new company, or maybe you’d like your board to approve an expansion overseas.
It’s easier said than done, of course—but far from impossible, with the right
preparation. With that in mind, here are 10 tips to help bring any audience over to your side.
1. Research your audience. Who will be attending your presentation? What are their goals?
What motivates them? What values do they most care about? Tailor the content of your
presentation to your audience. Speak in a way that makes them feel like you are addressing
them individually. This will raise your credibility and show that you’ve done your homework in
advance.
2. Choose 1-3 goals. A good persuasive speech focuses on a handful of things—and that’s it. You
may have a slew of other ideas that relate to the point you want to get across, but if you talk
about too many things, you will confuse your audience. Write your speech in a way that guides
them through the most important ones.
3. Incorporate obstacles. Think hard about the challenges to your idea that are likely to come
from members of your audience. Instead of dismissing them (this can hurt feelings of goodwill),
proactively acknowledge these points in your speech and then carefully address how your
solution will meet the goals of all involved.
4. Create an attention-grabbing story. You want to capture the attention of your attendees with
your very first words. Do this by telling a short story to illustrate the goal of your speech. Make
the story relatable to everyone involved. This can help soften the mood in the room, especially if
you are dealing with a group that may be fundamentally opposed to your idea.
5. Practice like crazy. Conviction is the key to giving a solid persuasive speech. It is vital that you
do not waver while speaking or lose your train of thought. Start your speech not with a friendly
“thank you for coming,” but instead with a story to grab everyone’s attention. Keep your
intensity high to help sustain the attention of attendees throughout—do this by practicing over
and over and over again. Ask friends to listen to your speech and give you feedback. Then,
incorporate their comments.
6. Memorize. Reading off a card will just distract your audience. Practice enough that you know
your speech inside and out. Don’t focus on memorizing every word—instead, focus on
memorizing the flow of your key points and the examples you use to illustrate them. To learn a
simple trick that will help you memorize any presentation, check out this blog post.
7. Make eye contact. Successful persuasion happens when you are able to connect with another
person. Do this by making eye contact throughout your speech. Don’t just stare at one person—
scan the room and focus on various people for short bursts.
8. Use repetition. Don’t rush through your presentation. Speak in a slow and measured way.
After explaining each of your handful of primary points, go back and explain them again.
Repetition will help drive home your goals.
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9. Finish strong. Think of yourself as an attorney arguing a case in front of the jury. Structure
your closing statements the way a lawyer would—with flair and gravity. Once you’ve delivered
your final, impactful line, don’t say “thank you” right away. Instead, wait six or seven seconds
and then say, “I’m happy to take questions.”
10. Take feedback graciously. Listen intently to audience questions. Spend time with each one
and don’t exaggerate or pounce on ideas that vigorously challenge your thesis. Staying calm and
in control will help your case.
ASSESSMENT
Congratulations! You have reached the end of the Chapter. Your task for this Chapter is
to encourage SSG to conduct a cause oriented event.
Directions:
1. Think of a cause-oriented event that you may organize in the future addressed to
the Supreme Student Government Federation which aim to adapt an island school
2. Write down the event’s significance and the beneficiaries
3. Draft a persuasive request with a central emotion appeal to character and logic to
encourage the Federation to organize the event
You will be graded through this rubric:
 Content and presentation
 Purpose and audience
 Support and synthesis
 Organization, fluency and style
 Grammar, spelling and punctuation
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- 30%
- 20%
- 20%
- 20%
- 10%
100%
LESSON
7:
Communication for
Academic Purposes
TOPICS
1. Academic Writing
2. Research Proposal
3. Book Review
4. Concept Paper
5. Position Paper
LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. Define academic writing and differentiate it from other forms of writing
2. Identify the audience, purpose and language used in academic writing
3. Identify different kinds of academic writing output
4. Write one kind of academic paper
TOPIC 1:
ACADEMIC WRITING
Academic writing refers to very specific style of expression that an industry experts use,
as academicians, in order to define sets of intellectual limitations, boundaries, and expertise in
the industry. It is generally characterized by the use of formal, investigatory tone, third person
perspective, clearly defined research problem, and accurate us and usage of words, Academic
writing is not just about data collection and facts gathering. It is a holistic, intellectual process
that demands inquisition, observation, investigation, interpretation, analysis, and critical
reflection of the found facts or data. Also, it presents to audience an informed argument
constructed from the academician's field of experience and exposure in their respective
industries.
Essentially, academic writing is all of the writings that you would need to write on all of
your college courses. It is your term paper, argumentative paper, critical analysis, informative
paper, position paper feasibility paper, capstone paper, and research paper. All of these are
your academic papers. Now, instead of looking at academic writing as an excruciating and
agonizing process, why not see it as an exploratory opportunity and an academic springboard
that you can use in order to validate and vindicate your viewpoint on particular subject matters
that matter to you and to your academic community. Remember that in academic writing, you
have the freedom to choose your topic, scholarly express your ideas, and an audience that is
waiting to read your thoughts. The produce of your academic writing is your contribution to the
academic community you belong.
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A. CONCEPTS OF ACADEMIC WRITING
To be able to properly execute academic writing, it is a must that you first understand
three basic concepts:
First, academic writing is by professionals for other professionals across all professions.
College prepares learners to become professionals. And college students, like you, are exposed
to activities that professionals are required to perform in their workplace. Activities such as
reading, thinking, researching, arguing, and writing about ideas stimulate your cognitive being.
This means that when you write an academic paper, you are in fact writing not only for as a
college student but as a soon-to-he professional wanting to contribute in your field of endeavor.
You become a significant part of the profession. Therefore, learning the conventions and
standards of academic writing is operative.
Second, academic writing is for topics that are for interest to the academic
environment. In many of your college courses, you will be expected to write about topics that
are of interest to the profession. You will be assigned to discuss subject matters that matter to
the industry you will soon belong. The challenge now is to identify what topic is professionally
and academically relevant and appropriate. Actively listening to your professors during
discussions and keenly observing classroom and laboratory activities then becomes instruments
to developing inquiries relative to your industry. Literally take note of concepts and declarations
that stimulate you during class time. Bear in mind that since academic writing needs to provide
useful and interesting information to readers of various fields, your academic research paper
should offer better understanding and fresher perspectives of your chosen topics.
Third, academic writing should present an informed argument. The first thing that you
will have to do to be able to create an informed argument is to identify and separate what is
already known about the topic from what you think about it. What you think about the topic will
guide you to constructing a sound, informed argument. Remember that readers will not have a
difficult time understanding the message you would want to send. To achieve this, provide clear
and complete explanations of topic and point of view that you want to share.
a) USE OF RESEARCH. Apart for having a collection of relevant professional and academic
sources, never forget to integrate each of them to your own writing so that your paper
will be further strengthened.
b) USE CORRECT CITATION. Depending on the institution and the program you belong,'
learn to cite references correctly. The American Psychological Association (APA) Style is
one citation style that is commonly used in academic writing.
c) WRITING STYLE. Although it has been said that academic writing demands a mote
fanned tone and style in writing, do not forget that your character should also be
reflected on your paper. Be critical so that you would be able to present an error-free
paper -a sign that you care for your readers.
B. HOW ARE ACADEMIC PAPERS ASSESSED?
Academic papers are assessed in many different ways. Here are some of the basic
assessment questions you may want to ask yourself with before submitting your academic
paper.
 Is your academic paper reflective of your chosen topic and thesis statement?
 Is your thesis statement reflective of your stand as a researcher?
 Is your problem clearly stated?
 Is your related literature really related to your topic?
 Are all your sources correctly cited?
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





Is your paper logically organized?
Is your paper able to present new or alternative knowledge or insight that will influence
your field of endeavor?
Is your paper complete with definition and description of methodology, theory, research
tool, and research question?
Are your observations, findings, conclusions, and outcomes clearly stated?
Is your writing style adherent to acceptable standards?
Is your academic paper free from plagiarism?
C. STYLES IN WRITING ACADEMIC PAPERS
As an academic writer, you can consider these four types of writing: persuasive,
expository, descriptive, and narrative. You have to be keen in selecting which of these writing
styles you are going to use as each has a specific purpose.
To convince readers of your informed argument, use persuasive writing. This shall
provide your readers the evidences from sources, references, and other related studies you
have collated in order for you to justify and rationalize your standpoint given your chosen topic
and thesis statement, and more importantly convince your audience. Additionally, essays that
are argumentative in nature are written in this style. Business correspondences such as your
letter of application, complaint, recommendation, and business proposals are also written in
this style.
When you would want your paper to provide information or explain a concept, then use
expository writing. This writing style, being the most common, demands not your opinion as a
writer but rather your skill as a presenter of facts of the topic needed to be expounded. Use this
writing style to present statistics, procedures, and technical, business, and scientific information.
When you are tasked to account experiences, persons, things, and events, they you
would need to use descriptive writing. This writing style may come to fiction writing however, it
sometimes demands first-hand lived experiences you have had with what is needed to be
described. It is also in this style that you need to show rather than simply just tell your
experience. The audience must be able to imagine, through your words, what is being described.
Journal writing, poetry writing, memoirs are but some of the examples of descriptive writing.
For longer pieces of academic papers, use narrative writing. Unlike expository writing
that intends to provide information, narrative writing demands more specific details such as
characters, settings, and conflicts to be able to communicate a complete story.
D. Conventions of Writing Academic Papers
Hall (1998) presents several basic rules to guide you in your writing academic papers.
1. Write in complete sentences, always. Make it short, clear, and complete. Make your
verb agree with your subject. Split long sentences to avoid ambiguity and grammatical
flaws. It also will help your reader experience ease of reading. Make it a habit to write
sentences that make sense if it were read out independently of the sentence before and
after it.
2. Know the functions of your punctuations particularly the period, question mark, comma,
colon, dash, and hyphen, so you can use them appropriately.
3. The use and usage of language is of primary importance. Be very keen in selecting
appropriate words that would express your thoughts and be very certain how you will
be using the words you have chosen. Confusion in word selection tends to confuse the
readers.
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4. Never use contractions in academic papers, more particularly in research documents
and business documents, unless it is a direct quote from the source.
5. Be certain of when and how you will express your numbers, dates, abbreviations,
acronyms, and capitalizations.
6. If it is not fiction that you are writing as an academic paper, then your tone should be
formal, impersonal, and jargon and cliché free. Optimize your academic paper by
providing a fresh or alternative perspective of the topic that you would need to discuss'
and always present your thoughts in logical sequences.
7. To note, paragraphs are expected to have a minimum of SO words and a maximum of
200 words. However, it can go beyond the maximum specifically when your task is to
explain a topic thoroughly.
8. Know your transitional devices. Determine how your transitions function so that you can
better and more effectively link your paragraphs together.
9. Be very mindful of your academic paper's organization. Remember the most basic
introduction, body, and conclusion pattern. Never forget to provide verifiable facts to
support your every claim. Provide examples should you want to further clarify.
10. Never plagiarize. Do not ever think that because your professors handle many courses,
they will not anymore lead your academic paper. They will. They will find time to review
all the academic papers they require students to submit. They will check your sources,
references, in-text citations, and bibliography. For your information, an academic paper
can be labeled as a plagiarized work if It contains a direct quotation without enclosing it
in a quotation mark and citing its actual source, if it has expressions or concepts that are
paraphrased but no attribution vies given to whoever It is due, or the paper depended
on a specific source without giving proper citation. So, to avoid receiving a failing mark,
more importantly, losing your Integrity, do not copy, paste, and plagiarize.
ACTIVITY
Directions: Read the selection below and answer the questions that follow.
LOVE IS A CHEMISTRY
Love has been referred to as a sublime feeling as long as written literature has existed.
Poets, philosophers, artists, and other representatives of creative professions sought for its
origins, reasons, and recipes.
However, in the 21st century, people have become pragmatic enough to assume that
love might have more grounded, biological origins. Technological progress has allowed scientists
to research this issue and provide valid arguments in favor of the theory that claims love is much
(not totally though) about “simple” chemistry.
According to Dr. Helen Fisher, an anthropologist at Rutgers University, love as a holistic
system can be divided into three basic subsystems, each with its own functional tasks and roles:
sex drive, romantic love, and attachment. Sex drive is necessary to make a person start looking
for partners; romantic love appears to help a person hold focus on one specific partner;
attachment is crucial for building a long-lasting and reliable relationship with a selected partner
(Chemistry.com).
Each of these subsystems need a driving force to operate and impact an individual’s
behavior. Even though a loving relationship is a lot about psychology, it is still fueled by
hormones; this is why using the expression “love chemistry” is fully justified. For the sex drive
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subsystem, testosterone and estrogen are crucial; the romantic love stage, or attraction, is
“driven” mostly by dopamine and serotonin; attachment is sustained by such hormones as
oxytocin and vasopressin (BBC Science).
Testosterone and estrogen are respectively male and female sex hormones that are
responsible for sex-related physiological reactions, lust, and the motivation to look for a partner.
Testosterone and estrogen cause sex drive to be present; however, specialists admit that sex
can give a start to romance, as it increases the influx of dopamine to the brain (Chemistry.com).
Dopamine and serotonin are hormones that cause euphoria and good mood; the same
hormones are also secreted after taking certain drugs, so this is why one can be “high” from the
feeling of love, act impulsively, and “get stuck” on the person they fell in love with. In its turn,
attachment—as the most long-lasting phase of a love relationship—is driven by the same
hormones that are responsible, in particular, for mother-and-child bonds (oxytocin); this
hormone is also believed to be secreted when the two partners get intimate. So, a serious
relationship is more about care and tenderness, than romance and turbulent feelings.
The popular expression “love chemistry” should be understood literally. Along with
natural psychological processes, love is also, to a significant extent, dependent on the hormones
secreted by our bodies during various stages of a relationship’s development. Sex drive, which
makes us look for new partners (if we do not have one already), is regulated by the hormones of
testosterone and estrogen. During moments of intimacy, the brain is affected by dopamine and
serotonin—the hormones that are responsible for all the symptoms of romantic love, such as
euphoria, concentration on the object of love, impulsiveness, and so on. As a relationship
develops, it becomes reinforced by the hormones oxytocin and vasopressin; oxytocin, in
particular, is the same hormone that is responsible for the forming of mother-and-child bonds.
Thus, despite the claims that love is purely a solemn and sublime feeling, it also has a lot to do
about biology and chemistry.
Comprehension Questions:
1. What is the central idea of the text “The Chemistry of Love?”
2. Identify and write the thesis statement if there is any.
3. What could be the possible purpose of the writer in writing the text?
4. How did the writer organize and present the ideas?
5. Identify some of the support presented by the writer to develop the central idea or thesis
statement.
6. Describe the language used.
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TOPIC 2:
RESEARCH PROPOSAL
UNDERSTANDING THE RESEARCH REPORT
Have you ever written a report in which you used several different sources? If so, you
have already produced a research report. A research report is a written report that presents the
results of a focused, in-depth study of a specific topic. Its writer chooses a topic, gathers
information, about the topic from several sources, and then presents that information in an
organized way.
Writing a research report will probably be the most time consuming and challenging
task that you will ever do as a student. Don’t let the weight of the task scare you, though. You
will find researching and writing your report quite easy if you take one step at a time.
Follow the guidelines below:
A. CHOOSING A SUBJECT THAT YOU CARE ABOUT
One of the most important parts of doing a research is choosing a topic. By choosing
wisely, you can ensure that your research will go smoothly and that you will enjoy doing it. A
subject is a broad area of interest, such as Philippine history or animal behavior. One way to
approach the search for a research-report topic is to first choose a general area of interest and
then focus on some part of it. Make sure that you have a real reason for wanting to explore the
subject. Often, the best subjects for research-reports are the tines that are related to your own
life or to the lives of people you know. You may begin by exploring general subject areas that
interest you. Once you have a general subject that you are interested in, such as endangered
species or civil rights, the next step is to narrow that subject to a specific topic that can be
treated in a research report.
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B. DOING PRELIMINARY RESEARCH
It you already know a great deal about your subject, then you can probably think of a
specific topic to research in that subject area. However, if you are not, it is a good idea to do
some preliminary research to identify potential topics. Here are a few suggestions:
Use Freewriting Techniques
 Freewriting or clustering. Write whatever comes to mind about the subject for five
minutes, or draw a cluster diagram in which you use lines to connect your subject with
related ideas.
 Brainstorming. Working with a group of friends or classmates, write down a list of topics
that come to mind as people think about the subject.
 Questioning. Write a list of questions about the subject. Begin each question with the
word who, what, when, where, why or how, or start your question with what if...
 Discussing. Listen to what other students know about your subject, what interests them
about it, and what problems they think might have in researching it.
C. LIMITING YOUR SUBJECT TO A SPECIFIC TOPIC
Once you have come up with a list of ideas for possible topics, you need to evaluate and
limit them—that is on the basis if certain criteria. Here are some criteria for judging a research
topic:
1. The topic should be interesting. Often the most interesting topic is one that is
related to your family history, to your future, to your major goals, to the place
where you live or would like to live, to a career that interests you, or to a hobby or
other activities that you enjoy. The topic might be something that caught your
interest in the past, perhaps something you have read about or have studied in
school.
2. The topic should be covered in readily available sources. When considering a topic,
always check the catalogs in your library to see if the sources are available.
3. The topic should be significant. Choose a topic that is significant for you, one worth
your time and energy.
4. The topic should be objective. Make sure that you will be able to gather enough
facts about the topic to support your argument.
5. You should not simply repeat material available in other sources. You should look
for a topic that allows you to come up with your own angle or approach.
6. The topic should be narrow enough to be treated fully. Ask your teacher how many
pages long your paper should be, and choose a topic that is narrow enough to be
treated in a paper of that length.
D. WRITING A STATEMENT OF CONTROLLING PURPOSE
Once you have decided on a specific topic, your next step is to write a statement of
controlling purpose. This is a sentence or pair of sentences that tells you that you want to
accomplish in your report. It is called a statement of controlling purpose because it controls, or
guides, your research. The statement of controlling purpose usually contains one or more key
words that tell what the report is going to accomplish. Key words that often appear in
statements of controlling purpose include analyze, classify, compare, contrast, define, describe,
determine, establish, explain, identify, prove, and support.
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Here are two examples of statements of controlling purpose:
The purpose of this report is to analyze the impact of the use of solar energy on
pollution.
The purpose of this report is to contrast the performance of the Upper House and the
Lower House in Congress from 2000-2006.
To come up with a statement of controlling purpose, you will probably have to do a
good deal of preliminary research. That is because before you can write a statement of
controlling purpose, you need to know enough about your topic to have a general idea of what
you want to say in your report.
E. PREPARING A LIST OF POSSIBLE SOURCES (A WORKING BIBLIOGRAPHY)
Once you have written a statement of controlling purpose, you are ready to put
together a list of potential sources. This fist of sources that might be useful to you in writing
your paper is called a working bibliography. You will have to use some sources during your
preliminary research, and you will probably want to include some or all of those sources in your
working bibliography. As you continue to research and draft, you may discover that some of the
sources in your initial list are not useful, and you might find new sources to add to the list.
Before you decide to ass a new source to your list, however, be sure to evaluate it.
Both print and non-print sources will be available to you, and you will want to take
advantage of both. Here are some good places to start looking for information:
1. Other people. People can be a researcher's greatest resource. Consider interviewing a
professor at a local college or university or people how business, museums, historical
societies, or other organizations.
2. Institutions and organizations. Museums, art galleries, historical societies, and
businesses are good sources of information about some topics. Many institutions and
organizations have sites on the Internet.
3. The government. Many libraries have special departments that contain government
publications. For some topics, you may want to contact town, city, or local government
offices directly.
4. The library/media center. Remember that a library is more than just a place for housing
books. Libraries also contain periodicals—such as newspapers, magazines, and
journals—and most have many nonprint materials, such as audio recordings,
videotapes, computer software, reproductions of artworks, and pamphlets. Many
libraries also provide access to the Internet.
5. Bookstores. For some topics, the latest information can be found at your local
bookstore. If you do not find what you are looking for, ask a bookstore employee to look
up your subject or authors in their list.
6. Bibliographies. A bibliography is a list of books and other materials about a particular
topic. Your reference librarian can point you to general bibliographies dealing with many
subjects, such as chemistry, the humanities, or plays by Shakespeare. You can also look
for bibliographic lists in the backs of books about your topic.
7. On-line information services. An on-line information service or computer information
service, is an information source that can be communicated with by mean, of a personal
computer and a modem.
8. Reference works. Reference works include almanacs, atlases, bibliographies,
encyclopedias, periodical indexes and thesauri. You will find these and similar works in
the reference department of your library.
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9. Other sources. Do not neglect television programs live theater performances, radio
shows, recordings, videotape, computer software, and other possible sources of
information. Many libraries have extensive collections of audiovisual materials of all
kinds, on a wide variety of subjects. Make use of them.
F. EVALUATING POSSIBLE SOURCES
After you locate a potential source, you need to decide whether it will be useful to you.
The following questions will help you evaluate your source:
1. Is the source authoritative? An authoritative source is one that can be relied upon to
provide accurate information. Consider the reputation of the publication and of the
author.
2. Is the source unbiased? An unbiased source is one whose author lacks any prejudices that
might make his or her work unreliable. For example, a newsletter claiming that there is no
relationship between smoking and disease would probably be biased if written by
someone who works for a tobacco company.
3. Is the source up-to-date? For some topics such as ones associated with current events or
with new technology, up-to-date sources are essential, so check the date on the copyright
page of your source for other topics, the copyright date may be less important or not
important at all. If, for example, you were writing about the 19th century world literature
tenets, the old literary forms and conventions of the time would be excellent sources.
4. Is the work written at an appropriate level? Materials that are written for children are
usually simplified and may be misleading. Other materials are so technical that they can
be understood only after years of study.
5. Is the source highly recommended? One way to evaluate a source is to ask an expert or
authority whether the source is reliable. You can also check the bibliography in a
respected source. If a source is listed in a bibliography, shell it is probably considered
reliable by any author or editor who put the bibliography together.
G. TAKING NOTES AND DEVELOPING A ROUGH, OR WORKING OUTLINE
After you have written a statement of controlling details and have prepared a working
bibliography, you are ready to begin gathering information for your report. Begin with the most
promising sources recorded on your bibliography cards—the ones that are most general, the
most authoritative, or the easiest to find.
Some nonprint sources, such as online encyclopedias, have indexes or special search
features that help you find the exact items of information that you need. If you conduct
interviews as part of your research, you will be able to prepare questions beforehand so you can
gather information that is directly related to your topic and purpose.
The following guidelines will help you improve your note taking skills.
1. Keep your topic, controlling purpose, and audience in mind at all times. Do not record
material unrelated to your topic.
2. Make sure that the summaries and paraphrases accurately express the ideas in your
sources.
3. Be accurate. Make sure to copy the direct quotations word for word, with capitalization,
spelling, and punctuation precisely as in the original. Make sure that every direct
quotation begins and ends with quotation marks.
4. Double-check statistics and facts to make sure that you have them right.
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5. Distinguish between fact and opinion by labeling such opinion as “Dr. Drake thinks that…”
or “According to Pedro Benoza..”
6. Quote only the important parts of the passage. Indicate words which you have left out by
using points of ellipsis – a series of three spaced dots (…) – enclosed in brackets. Use only
three dots when cutting material within the sentence. Use a period before the dots when
cutting a whole sentence, a paragraph, or more than a paragraph. Use a period after the
dots when you cut material from end of a sentence. Use also brackets ([]) to enclose any
explanatory information that you would add within a quotation.
7. Always double-page page references. It’s so easy to copy these incorrectly.
H. WRITING YOUR FIRST DRAFT
The comforting thing about a rough draft is that it does not have to be perfect. You can
rework your draft as often you like and watch it take shape gradually. In other words, you do not
have to hit a home run your first time at bat. You can have as many chances in the plate you
want.
Approaches to Drafting
With regard to drafting, writers fall into two major camps. Some prefer to get
everything down on paper quickly, but in very rough form, and then do one or more detailed
revisions. Others like to complete each section as they go, writing and polishing one section,
then moving on to the next. Either approach is fine.
The Style of the Draft
A research report is a type of objective, formal writing. Therefore, you should avoid
making the paper personal and subjective, and you should avoid using informal language. Do
not use such words as I, me, my, mine, we and our. Do not state opinions without supporting
them with facts. Do not use slang, informal language, or contractions.
Assembling the Draft A rough draft is just that—it is rough, or unfinished. As you draft,
do not worry about matters that you can take care of later, such as details of spelling, grammar,
usage, and mechanics. Instead, concentrate on getting your ideas down in an order that makes
sense.
Use an outline as a guide. Explore each main point, supporting the idea with evidence
from your notes.
The Draft as a Work in Progress
As you write, you may occasionally discover gaps in the information that you have
gathered. In other words, you may find that you do not have in your notes all the information
you need to make some point. When this occurs, you can stop and look for the information, or
you can simply make a note to yourself to find the information later on. Either approach works
well.
The need to fill gaps is one proof that drafting is still discovery time. In addition to
discovering gaps to be filled, you may discover better ways to organize parts of the report, ideas
in your source materials that conflict, or parts of your topic that you have not explored. You may
even find a whole new approach to your topic, one, more interesting or workable than the one
you have taken. Remain open to the discoveries that occur as your draft. Be willing to return, if
necessary, to earlier stages of the writing process to do more research, to rethink your
controlling purpose, or to change your outline.
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Using Graphic Aids
As you draft, think about using tables, map, charts, diagrams, and other graphic aids to
present a lot of information in a little space. If you use graphic aid , or ifs use information from a
source to create a graphic aid, then from a source you must credit the source.
Writing the Introduction
The introduction of research report should accomplish two purposes:
1. It should grab reader’s attention
2. It should present the report’s main idea or thesis statement
3. It should define key terms and provide necessary background information
Writing the Conclusion
Like an introduction, a conclusion is usually or two paragraphs long. The most common
way to conclude a research report is to restate the main idea and your main argument in
support of the idea. In addition, you may wish to use the conclusion to tie up loose ends left in
the body of your paper, to explain what accepting your thesis statement might mean, to ask
readers to take some action, to explain the importance or value of what they have learned from
the report, or to make predictions about the future. The conclusion is an opportunity to be
imaginative. Almost anything is acceptable as long as it leaves readers satisfied that you have
covered the subject well.
List of References
This component demonstrates the extension of your learning as a researcher and allows
you to share information to your readers. Conversely, it enables your readers to identify the
influences of your Ideas and empowers them to verify the information you share.
Accurate, proper citation is imperative in the midst of academic environment. it
demonstrates your ability to give due respect and importance to other people's works. It also
exhibits your capability to not only choose references and other academic sources that arc
reliable, but also utilize them properly so that it strengthens your thesis statement. This also
paves way for your readers to clearly discern which will be your contribution and which ones will
contribute to your work. And, it solidifies your credibility and authority of the knowledge you
want to impart.
Referencing styles
There are several different styles of referencing:
 APA
 MIA
 Oxford


Harvard
Chicago
Each of these styles has its own in-text citation rules. Generally, AM, MIA, and Harvard
would have an author-date style Chicago and Oxford uses documentary-note style; and
Vancouver and IEEE would prefer the numbered style.
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TOPIC 3:
BOOK REVIEW
As you read the book you have chosen, remember that you will be writing about it later.
Keep nearby a sheet of paper or small notebook divided into three sections. Label the columns
plot, setting and main character. Fill in the sections with notes about the three labels. Include
page numbers next to important notes. The page numbers will help you if you need to go back
and re-read some sections of the book.
The Prewriting Process Once you have found several possible choices for your book
review, preview each one to make your final decision. You may preview the books by following
these steps:
Step 1. Look at the cover. Is there something that makes you interested in the book?
Step 2. Read the book jacket summary. What does the summary tell you?
Step 3. Skim some pages. D6 you like the way the characters are shown? Do you see any
interesting action taking place?
Step 4. Consider what you have found. Does the book look interesting? Do you want to
know more about the characters?
Planning a Book Report or Review (Little, 2009)
Take brief notes as you read the material you will respond to. You might note your
favorite parts, parts that puzzle you, and parts that you disagree with. Afterwards, ask yourself
questions to help you analyze and evaluate the material:
 Whose point of view does the work present? Which parts reveal the point of view?
 What might the work’s purpose be? Which parts reveal the purpose? What is the
author’s thesis?
 What are the most and least effective aspects of the work?
 What might readers and reviewers learn from the work?
Think about the Purpose and Audience
You have read your book and you are ready to tell people what you think. Before you
begin, think about:
 The purpose of your book review
 The people who will be reading it (your audience)
Your purpose for writing a book review will be closely linked to your audience and to
their purpose for reading the review.
Gather and Organize Details
You get the idea. If you want to read the book you have chosen, you need to say more
about it than simply. “It’s good.” You need to give him a summary of the book. A summary of a
piece of writing includes only the key ideas of the piece. When you summarize a novel, you will
briefly retell the important events. The notes that you took while you read your novel will help
you write your summary.
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There is more to the story. If the story were plot alone, it would not be much fun to read.
Readers will be more interested in plot events if they know something about the people and the
places involved. When you write a summary, include a description of the characters and the setting.
Writing a Book Review
 Introduction. In your first paragraph, identify the material that you are responding to Name
the author and date of publication. To help your readers, provide a summary or brief
description of the work. You might also state your thesis in your opening paragraph.
 Body. Devote at least a paragraph to each main point. Support each point with details from
your planning notes—including your own responses—and with examples from the work
itself.
 Conclusion. If you haven't stated your thesis in the first paragraph, do so in the conclusion.
Sum up your judgment of the work's main ideas and the way they are presented.
ACTIVITY
I. “Review a Book Review”
Below is an example of a book review. Read and evaluate.
A Review of Out of the Storm
by Patricia Willis Diana DeGarmo
When single mother Vera lost her job in Garnet Creek, the family had to move to a new town.
Patricia Willis, author of Out of the Storm, wrote this obey form the viewpoint of Mandy, Vera's twelveyear-old daughter.
Mom and nine-year-old Ira adjusted to the new setting quickly, but Mandy resented everything
about their new location. She held on to a dream that she and her deceased father had, and that dream
prevented her from accepting her new life. She resented living with grumpy Aunt Bess and detested
having to tend the sheep.
Many lived with her unhappiness and pitied herself until several incidents happened that made
her realize that she was not the only kid who did not have a perfect life. She also found out that others
had their dreams and perhaps by forgetting herself and helping someone else, she might find real
happiness.
I think if a reader is looking for a book that tells of a family's struggle to live, Out of the Storm by
Patricia Willis would be a good choice. I really liked this book because it showed characters learning to
tough out bad situations. I also like the book's motto, "Sometimes it takes something Bad to make you see
the Good."
Comprehension Questions:
1.
2.
3.
4.
How did the writer introduce the material?
How did the body develop?
Are the opinions supported well?
How did the writer present the summary/conclusion?
II. “Read. Review. Write.”
For sure you have a bunch of favorite authors and favorite books that you may want to
share with others. In this activity, you are going to create a reading suggestion bulletin with the BEST
FIVE BOOKS which you have read and enjoyed. Attached a review of the books. Don’t forget to
attached a picture of the book cover!
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TOPIC 4:
CONCEPT PAPER
Dadufalza (1996) describes concept paper as a text that defines idea or concept and
explains its essence in order to clarify the “whatness” of the idea. Normally, a concept paper
starts with definition which can categorized to be either formal or informal. In formal definition,
the pattern “term+genus+differentia/e” is being followed. Term is the concept or idea being
elucidated or clarified while genus is the classification of the term. However, differentia or
differentiae are the features that make the term different or distinct from among its
classification.
Pattern: formal definition = term + genus + differentia/e
Example:
 Engineering is the application of science and mathematics by which the properties of
matter and the sources of energy in nature are made useful to people.
 Here, “engineering” is the term, “application of science and mathematics” is the
genus and “by which the properties of matter and the sources of energy in nature
are made useful to people” is the differentia/e.
 Lopus is a chronic autoimmune disease in which the body’s immune system becomes
hyperactive and attacks normal, healthy tissues manifested through symptoms of
inflammation or swelling, damage to joints, skin, kidneys, blood, heart, and lungs.
In writing a concept paper a single sentence formal definition would not be enough to
clarify and elucidate an idea or concept. This means amplified or extended definition is
necessary.
In order to amplify definition and thoroughly discuss a concept, there are various ways
that may be adopted. They are as follows:
1. Examples
6. Location
2. Word derivation
7. Basic principle
3. Comparison and contrast
8. Analysis
4. Cause and effect
9. Negative statement
5. Physical description
10. Further definition
ACTIVITY
Define the following concepts using single-sentence formal definition:
1. Dialectical
2. Dichotomy
3. Pragmatism
4. Apothecary
5. Karma
6. Dharma
7. Boon
8. Alchemist
9. Valkyries
10. Oppressed
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TOPIC 5: POSITION PAPER
There may have been instances when we were required to explain a variety of positions
on an issue, possibly including those in favor of it, those against it, and those with various views
in between. The patterns used for expository papers (narration, description, exemplication,
etc.,) can be expanded for a position paper. The objective of a position paper is to take a stand
on the issue, organize the materials and notes, and write a paper that is convincing to your
reading to your reading audience.
Organization, or deciding on a framework of ideas for your paper is the first step. Then
you will need to think about (1) how the material can be divided into parts, (2) how these parts
can be placed in an order, and (3) what the logical relationships are among the ideas and parts.
To help accomplish this, let’s look first at the advice classical writers give on these matters.
PARTS OF CLASSICAL ORGANIZATION OF ARGUMENTS
1. Introduction. Make the subject and purpose clear at the start. Also, include information
that will interest the audience so that they will want to keep reading.
2. Statement of proposition and division. State claim at or near the end of the introduction,
name the major sections of the paper so that it is easier for readers to follow along.
3. Narration. Provide background about the subject and the events that have led to the
controversy. Indicate why the subject is important. Offer reasons for an interest in the
subject and cite qualifications for writing about it.
4. Proof. Establish reasons and evidence that are acceptable to the audience to prove the
proposition or claim.
5. Refutation. Refute opposing positions. It may be placed after the proof, before the proof,
or at various points among the items of proof.
6. Conclusion. Emphasize the important point and remind the audience of the other
important points.
USE ORGANIZATIONAL PATTERNS TO HELP YOU THINK AND ORGANIZE
Organizational patterns represent distinct ways to think about the parts of your reaction
paper, the order in which you place them, the relationships among the ideas and parts. They can
be incorporated into the overall structure of the classical model, particularly in the proof section
(body) of the paper. Use the patterns alone or in combinations accompanied by an introduction
and a conclusion. Use these formats both to help you think about your ideas as well to organize
them.
Claim with Reasons (or Reasons Followed by Claim)
This pattern takes the following form:
Statement of claim
 Reason 1
 Reason 2
 Reason 3, and so forth
Set this pattern up by writing the claim, following it with the word because, and listing
some reasons. Or list some reasons, follow them with the word therefore, and write the claim.
For example, you may present the claim that a national health care program is essential to a
society, which is followed by reasons: the unemployed have no insurance, many employed
people have no insurance, the elderly cannot afford medicine, many children do not receive
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adequate health care. The reasons may be distinct and different from one another and set up
separate topics in your paper. Support all reasons with facts, examples, and opinions. You can
utilize transitional phrases such as one reason, a related reason, and a final reason to emphasize
your reasons and make them stand out in your paper.
Cause and Effect (or Effect and Cause). The cause and effect pattern may be used to identity
one or more causes followed by one or more effects or results. Or you may reverse this
sequence and describe effects first and then the cause or causes. For example, the causes of
water pollution might be followed by its effects on both humans and animals. You can use
obvious transitions to clarify cause and effect, such as "What are the results? Here are some of
them," or simply the words cause, effect, and result.
Chronology or Narrative.
Material arranged chronologically is explained as it occurs in time. This pattern may be
used to establish what happened for an argument of fact. For example, you may want to give a
history of childhood traumas to account for an individual's current criminal behavior. Or you
may want to tell a story to develop one or more points in your argument. Use transitional words
such as then, next, and finally to make the parts of the chronology clear.
Deduction.
Recall that deductive reasoning involves reasoning from a generalization, applying n to
cases or examples, and drawing a conclusion. For instance, you may generalize that the open
land in South Africa is becoming overgrazed; follow chit assertion with examples of erosion,
threatened wildlife, and other environmental harms; and conclude that the government mug
restrict grazing to designated areas. The conclusion is the claim. You can use such transitional
phrases as for instance, for example, and to clarify to set your examples off faint out the rest of
the argument Ilk and therefore, thus, consequently, or in conclusion to lead into your claim.
Induction.
The inductive pattern involves citing one or more examples and then marking the
“inductive leap” to the conclusion. For instance, a number of examples of illegal settlers who
consume unwarranted social services lead some people to conclude that they should be sent
back to their own hometowns. Other people, however, may claim that they should be relocated
to low-payment housing areas. No matter which claim or conclusion is chosen, it can be stated
at the beginning or at the end of the paper. The only requirement is that it be based on the
examples. The transitional words used for the deductive pattern are also useful for the
inductive: for instance, for example, or some examples to emphasize the example: therefore,
thus, or consequently to lead into the claim.
Compare and Contrast.
This pattern is particularly useful in definition arguments and in other arguments that
show how a subject is like or unlike similar subjects. It is also often used to demonstrate a
variety of similarities or differences. For example, the claim is made that drug abuse is a medical
problem instead of a criminal justice problem. The proof consists of literal analogies that that
compare drug abuse to AIDS, cancer, and heart disease to redefine it as a medical term. The
transition words by contrast, in comparison, while, some, and others are sometimes used to
clarify ideas in this pattern.
ACTIVITY
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“REACTION ON REACTION”
Below is a reaction paper that addresses the social implications of Barbie Dolls. Read
closely the selection and answer the questions that follow to understand how a reaction paper
is written.
The Controversy Behind Barbie PrisnaVirasin (2010)
The Barbie Doll was created in 1959 by Ruth Handler, the cofounder of Mattel. Handler
created the doll after seeing her daughter, whose nickname was Barbie, and her daughter's
friends play with their paper dolls. According to Gaby Wood and Frances Stonor Saunders,
handler realized that little girls wanted a doll "they could aspire to be like, not aspire to look
after!' This was a revolutionary idea because before the creation of Barbie, the toy store doll
selection mainly consisted of baby dolls, which encouraged young girls to pretend to be
mothers. For Handler, according to Wood and Saunders, Barbie has always represented the fact
that a woman has choices.
The Barbie doll has been a commercial success since the toy was first introduced on
March 9, 1959. The lead story of March 9, 2009 on the history. C0111 Web site is entitled
"Barbie Makes Her Debut and it provides some of the highlights of Barbie's 50-year history. By
1993, the doll and related merchandise was earning more than a billion dollars annually. By the
time Barbie turned 50 years old, this article reports, 'more than 800 million dolls in the Barbie
family have been sold around the world and Barbie is now a bona fide global icon.
The fact that Handler created Barbie as a challenge to the ideology that the proper role
of women was that of a mother has become ironic in the light of the subsequent feminist
protest against the Barbie dot The Barbie protesters have stated that Barbie is responsible for
the development of poor body image in girls. They believe that the Barbie's proportions create
impossible images of beauty that girls will strive toward. It has been "estimated that if she were
a real woman, her measurements would be 36-18-38," and this has "led many to claim that the
Barbie provided girls with an unrealistic and harmful example and fostered negative image
In addition to protests of the Barbie's physical appearance, there is also the issue of the
doll's intellectual image. Barbie detractors have criticized the Barbie lifestyle, which seems to
center around clothes, cars, dream homes, and other material possessions. Protests followed
the release of the talking Barbie that localized such expressions as "Math is hard" and 'Let's go
shopping' Parents feared that the first sentence would stereotype that girls were less skilled at
math than boys. The second sentence seemed to reinforce the importance of clothes, physical
appearance, and material goods,
Supporters of the Barbie doll state that the toy is a fun part of growing up. The refer to
the simple fun of playing with Barbie dolls. They believe that Barbie as a figure is a tool in
building girls' imaginations. They also maintain that Barbie as a figure is a positive role model
because she is able to do almost anything. Barbie was an astronaut before the first woman went
into space. Barbie has been a veterinarian, a doctor, a businesswoman, and to top it all off, a
presidential candidate. In February 2010 Mattel, the creator of Barbie dolls, came out with a
new Barbie: Computer Engineer Barbie. This doll "wears a neon-colored T-shirt with a binary
code pattern and carries a smartphone and a Bluetooth headset Her hot pink glasses will come
in handy during late nights coding in her hot pink laptop (Miller):' Miller adds that Mattel asked
people to vote for this most recent Barbie's career, and the idea of a Computer Engineer doll
won the vote. Few women choose computer engineering as a career, and it is hoped that this
new Barbie doll may have a positive influence on attracting young women to this field. Since
83
members of the Society of Women Engineers and the National Academy of Engineering were
consulted in the creation of this doll, this doll's creators predict a more positive image for this
Barbie doll than for the Barbie dolls of the early 1990s who complained that math was too hard.
Between the anti-Barbie camp and the pro-Barbie camp, there are the Barbie
moderates. The Barbie moderates do not completely agree with how Mattel chooses to portray
the "ideal American woman: nor do they view the dolls as all evil. The y see the positive aspects
of the Barbie (the many professions, the ability to foster imaginative play, and the message that
girls can choose to be whomever they want) and the negative aspects of the Barbie as a figure (a
materialistic nature, a focus on the outward appearance, and the vapid blond stereotype). The
moderates state that by banning Barbie dolls, we will not be solving the problem of poor body
image. They believe that Barbie is the scapegoat the figure (or doll) to blame for all the negative
feelings that children develop about themselves. Although the moderates do not agree with the
image of women that Barbie seems to sustain, they also do not believe that this doll (or figure) is
the source of the problem.
As twenty-something female who grew up in America. I am very interested in the Barbie
debate. I played with Barbie dolls almost obsessively from first to third grade. I designed clothes
for them out of handkerchiefs and tissues and dreamed about becoming a fashion designer. I
remember envying the girls who had Barbie Ferraris and dream houses. Hooked on in horror as
my little sister cut Barbie's hair short and colored it hot pink with a marker. In college when I
was Introduced to feminism, I tried to deny any past connection to Barbie. I was ashamed to
have ever associated with this figure. I felt sorry for the girls who looked like walking Barbie
dolls, always worried about looking perfect. I realize now that I cannot blame thoughts of being
fat, short, or out of style on a doll or girls that look like dolls. I agree with the Barbie moderates.
As simple as the Barbie looks, it seems that the Barbie issue is more complicated that 'Barbie
good" or "Barbie bad:' The debate encompasses many interesting and controversial issues
concerning how we view beauty and how we view ourselves. In my eyes, Barbie is a scapegoat.
We, as an entire culture, need to look at our ideas about beauty and what we are teaching
children about themselves.
COMPREHENSION QUESTIONS:
1. What is the issue?
2. Describe the parts of the classical organization of arguments that were in place when
Prishna started to write. Who are the groups of people interested in this issue? What are
their positions? What are some of the constraints of these groups?
3. What are the perspectives on the issue that the author identifies? Make a list.
4. What transitions dots the author use? Underline them.
5. What is the author's perspective? Why does she hold it?
ASSESSMENT
Prepare a portfolio on the different kinds of academic paper:
1. Business Letter
2. Concept Paper
3. Position Paper
REFERENCES
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BOOKS:
Diaz, Rafaela H. (2005) Speech and Oral Communication. National Book Store.
Padilla, Mely M. et al. (2003) Speech for Effective Communication. Trinitas Publishing,
Inc,.
Santos, M., Uychoco M. (2018) Communication for Society Purposive Communication.
REX Bookstore.
Tejada, Kristoffer Conrad M. et.al., (2018) Purposive Communication. Panday-Lahi.
INTERNET SOURCES
Andy Schmitz (2012) Creating an Informative Speech. Retrieved May 24, 2020 from
https://2012books.lardbucket.org/books/a-primer-on-communicationstudies/s11-01-informativespeeches.html#:~:text=Informing%20through%20Demonstration,also%20physic
ally%20demonstrating%20the%20steps.
Andy Schmitz (2014) Methods of Informing. Retrieved May 3, 2020 from
http://www.technicalreportwriting.org/methods-informing-3796
Prachi Juneja (2020) Seven C’s of Effective Communication Retrieved April 8, 2020 from
https://www.managementstudyguide.com/seven-cs-of-effectivecommunication.htm
WikiJob
(2020) Communication Skills. Retrieved
https://www.wikijob.co.uk/content/interviewadvice/competencies/communication
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