GE 2 SIM Complete

UNIVERSITY OF MINDANAO
College of Arts and Sciences Education

Languages Discipline
Physically Distanced but Academically Engaged
Self-Instructional Manual (SIM) for Self-Directed Learning (SDL)
Course/Subject:GE-2 (Purposive Communication)
Name of Teacher: Prof. Geoffrey E. Girado
THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY. THIS IS NOT

FOR SALE AND NOT FOR REPRODUCTION AND DISTRIBUTION
OUTSIDE OF ITS INTENDED USE. THIS IS INTENDED ONLY FOR
THE USE OF THE STUDENTS WHO ARE OFFICIALLY ENROLLED
IN THE COURSE/SUBJECT.
EXPECT REVISIONS OF THE MANUAL.
TABLE OF CONTENTS
COURSE OUTLINE POLICY.......................................................................................1

COURSE INFORMATION
CC’s Voice.........................................................................................................5
CO.....................................................................................................................5
BIG PICTURE..............................................................................................................6
UNIT LEARNING OUTCOMES (ULO).........................................................................6
WEEKS 1
BIG PICTURE IN FOCUS: ULO-a...............................................................................6
METALANGUAGE.......................................................................................................6
ESSENTIAL KNOWLEDGE
1. The Characteristics of Communication.............................................................7
2. Evolution of Communication.............................................................................8
3. Communication Process...................................................................................9
4. Elements of Communication...........................................................................11
SELF-HELP................................................................................................................11
LET’S CHECK
Activity 1: ....…………………………………………,,,.......................................12
Activity 2..........................................................................................................13
Activity 2..........................................................................................................15
Q & A LIST..................................................................................................................16
KEYWORDS INDEX..................................................................................................16
BIG PICTURE IN FOCUS: ULO-b.............................................................................17

METALANGUAGE......................................................................................................17
ESSENTIAL KNOWLEDGE
1. Types of Communication According to the Number of Persons.....................17
2. Types of Communication According to the Medium Employed......................18
3. Ethics of Communication................................................................................19
4. Principles of Communication..........................................................................20
SELF-HELP...............................................................................................................21
LET’S CHECK
Activity 4: Reading Text on Mass Communication........................................22
Activity 5..........................................................................................................27
Activity 6..........................................................................................................30
Q & A LIST.................................................................................................................31
KEYWORDS INDEX.................................................................................................31
WEEK 2
BIG PICTURE IN FOCUS: ULO-c............................................................................32
METALANGUAGE....................................................................................................32
ESSENTIAL KNOWLEDGE
1. Communication in Multicultural Setting..........................................................33
2. Factors that Affect Cross/Multi-cultural Communication................................34
3. Ethnocentrism................................................................................................35
4. Cultural Relativism.........................................................................................36
5. Cultural Appreciation......................................................................................36
6. Cultural Appropriation....................................................................................36
7. Cultural Practices and their Roles in Communication....................................37
SELF-HELP...............................................................................................................38
LET’S CHECK
Activity 7..........................................................................................................39
Activity 8..........................................................................................................40
Activity 9..........................................................................................................42
Q & A LIST................................................................................................................43
KEYWORDS INDEX.................................................................................................43
WEEK 3
BIG PICTURE IN FOCUS: ULO-d............................................................................44
METALANGUAGE.....................................................................................................44
ESSENTIAL
KNOWLEDGE
8. Implications of Globalization to Communication............................................45
SELF-HELP...............................................................................................................46
LET’S CHECK
Activity 1: Reading Text: the Flight from Conversation by Sherry Turkle.......47
Activity 2..........................................................................................................55
Activity 3..........................................................................................................57
Q & A LIST................................................................................................................58
KEYWORDS INDEX.................................................................................................58
BIG PICTURE...........................................................................................................59
UNIT LEARNING OUTCOMES (ULO).....................................................................59
BIG PICTURE IN FOCUS: ULO-e.............................................................................59
METALANGUAGE.....................................................................................................59
ESSENTIAL KNOWLEDGE
1. Varieties and Registers of Spoken and Written English.................................59
A. Language Register....................................................................................60
B. Varieties of Language...............................................................................61
SELF-HELP...............................................................................................................63
LET’S CHECK
Activity 4.........................................................................................................64
Activity 5.........................................................................................................65
Activity 6.........................................................................................................69
Q & A LIST................................................................................................................70
KEYWORDS INDEX.................................................................................................70
BIG PICTURE IN FOCUS: ULO-f.............................................................................71

METALANGUAGE....................................................................................................71
ESSENTIAL KNOWLEDGE
1. Evaluating Messages and/or Images.............................................................71
2. Multimodal Text
A. Multimodal Text in Infographic........................................................73
B. Multimodal Text in Advertisements.................................................74
C. Multimodal Text in Fund-Raising (For-A-Cause) Posters...............75
SELF-HELP...............................................................................................................76
LET’S CHECK
Activity 7..........................................................................................................77
Activity 8..........................................................................................................81
Q & A LIST.................................................................................................................82
KEYWORDS INDEX.................................................................................................82
BIG PICTURE............................................................................................................83
UNIT LEARNING OUTCOMES (ULO)......................................................................83
WEEK 4
BIG PICTURE IN FOCUS: ULO-a............................................................................83
METALANGUAGE.....................................................................................................83
ESSENTIAL KNOWLEDGE
5. Viewpoints Pertaining to Communication......................................................84
6. Rising above Language Barriers....................................................................85
7. The Birth of Sign Language...........................................................................85
8. Flexibility of Human Language vis-à-vis Sign Languages.............................85
9. Sign Language and It’s Existence..................................................................86
10. Some Examples of Sign Languages..............................................................86
11. Sign Language Relativity................................................................................88
12. Advantages of Sign Language.......................................................................89
SELF-HELP...............................................................................................................89
LET’S CHECK
Activity 1A: Sign Languages in the Philippines...............................................89
Activity 1B: Sign Languages in the Global Setting.........................................90
IN A NUTSHELL.......................................................................................................92
Q & A LIST.................................................................................................................93
KEYWORDS INDEX.................................................................................................93
BIG PICTURE IN FOCUS: ULO-b............................................................................94
METALANGUAGE.....................................................................................................94
ESSENTIAL
KNOWLEDGE
5. Audio-visual Aids............................................................................................95
6. Activating Audio and Visual Senses..............................................................95
7. PowerPoint Presentation................................................................................96
8. Web-based Application...................................................................................99
SELF-HELP.............................................................................................................100
LET’S CHECK
Activity 2: PowerPoint Slides Assessment...................................................101
IN A NUTSHELL......................................................................................................106
Q & A LIST..............................................................................................................107
KEYWORDS INDEX...............................................................................................108
BIG PICTURE IN FOCUS: ULO-c..........................................................................109

METALANGUAGE..................................................................................................109
ESSENTIAL KNOWLEDGE
9. Blog...............................................................................................................110
10. Multi-modal Texts: Refresher Inputs
vis-à-vis Previous Insights............................................................................112
LET’S CHECK
Activity 3A: Name that Text: What is that?!..................................................115
Activity 3B: Multi-modality Preference.........................................................116
IN A NUTSHELL......................................................................................................118
Q & A LIST...............................................................................................................119
WEEK 5
BIG PICTURE.........................................................................................................120
UNIT LEARNING OUTCOMES (ULO)....................................................................120
BIG PICTURE IN FOCUS: ULO-d..........................................................................120
METALANGUAGE..................................................................................................120
ESSENTIAL KNOWLEDGE
2. Speech Defined............................................................................................121
3. Types of Speeches
C. Read Speech...........................................................................................123
D. Memorized Speech..................................................................................123
E. Impromptu Speech.................................................................................125
F. Extemporaneous Speech........................................................................126
SELF-HELP.............................................................................................................127
LET’S CHECK
Activity 1A: Post it. Share It: Read Speech..................................................127
Activity 1B: Post it. Share it: Memorized Speech........................................128
Activity 1C: Post it. Share it: Impromptu Speech..........................................128
Activity D: Post it. Share it: Extemporaneous Speech.................................129
IN A NUTSHELL......................................................................................................130
Q & A LIST...............................................................................................................130
KEYWORDS INDEX...............................................................................................130
BIG PICTURE IN FOCUS: ULO-e..........................................................................131
METALANGUAGE..................................................................................................132
ESSENTIAL KNOWLEDGE
3. Public Speaking...........................................................................................133
4. The Writing Stage.........................................................................................134
SELF-HELP.............................................................................................................137
LET’S CHECK
Activity 2: Identify & Justify...........................................................................138
IN A NUTSHELL......................................................................................................141
Q & A LIST...............................................................................................................142
KEYWORDS INDEX...............................................................................................142
WEEK 6
BIG PICTURE IN FOCUS: ULO-f..........................................................................143
METALANGUAGE..................................................................................................143
ESSENTIAL KNOWLEDGE
1. The Preparatory Stage.................................................................................144
2. Visual Aids Preparation:
Supplementary Ideas Concerning Previous Insights....................................146
3. The Delivery Stage........................................................................147
SELF-HELP.............................................................................................................151
LET’S CHECK
Activity 3A: Watch & Learn...........................................................................151
Activity 3B: Speech Delivery- A Pre-test Activity..........................................153
IN A NUTSHELL......................................................................................................155
Q & A LIST...............................................................................................................156
KEYWORDS INDEX...............................................................................................157
Week 7
Big Picture...............................................................................................................158
I. Communication for Work Purposes.....................................................................158
A. Business......................................................................................................163
B. Health...........................................................................................................168
C. Education.....................................................................................................171
D. Science........................................................................................................181
E. Social Media................................................................................................182
ULO..........................................................................................................................158
Metalanguage.........................................................................................................158
Essential Knowledge...............................................................................................185
Self-Help.................................................................................................................187
Let’s Check.............................................................................................................187
Let’s Analyze...........................................................................................................188
In a Nutshell............................................................................................................190
Q & A List................................................................................................................192
Keyword Index........................................................................................................193
Big Picture..............................................................................................................193
ULO..........................................................................................................................193
Metalanguage..........................................................................................................193
Essential Knowledge..............................................................................................206
Self-Help..................................................................................................................208
Let’s Check..............................................................................................................209
Let’s Analyze............................................................................................................210
In a Nutshell.............................................................................................................211
Q & A List.................................................................................................................215
Keyword Index.........................................................................................................216
Big Picture................................................................................................................216
I. Technical Writing.................................................................................................216
A. Application Letter......................................................................................235
B. Resume’ 237
C. Minutes of the Meeting............................................................................241
D. Memorandum..........................................................................................249
ULO..........................................................................................................................216
Metalanguage..........................................................................................................216
Self-help...................................................................................................................257
Let’s Check..............................................................................................................258
Let’s Analyze...........................................................................................................259
In a Nutshell.............................................................................................................260
Q & A.......................................................................................................................263
Keywords Index.......................................................................................................263
Week 8
Big Picture................................................................................................................264
ULO..........................................................................................................................264
Metalanguage..........................................................................................................264
Self-Help..................................................................................................................266
Let’s Check..............................................................................................................267
Let’s Analyze...........................................................................................................268
In a Nutshell............................................................................................................271
Q & A.......................................................................................................................274
Keywords Index.......................................................................................................275
Big Picture................................................................................................................274
ULO..........................................................................................................................274
Metalanguage..........................................................................................................274
Self-Help..................................................................................................................287
Let’s Check..............................................................................................................288
Let’s Analyze...........................................................................................................289
In a Nutshell............................................................................................................290
Q & A.......................................................................................................................291
Keywords Index.......................................................................................................291
References...............................................................................................................292
General Education - Language
2nd Floor, DPT Building, Matina Campus, Davao City Phone No.
(082)300-5456/305-0647 Local 134
Course Outline: GE 2 – Purposive Communication
Course Coordinator: Vanessa Cuesta

Email: vanessa_cuesta@umindanao.edu.ph
Student Consultation: Done by online (LMS) or thru text, emails or calls
Mobile: 0917-743-2937
Phone: (082)300-5456 / 305-0647 Local 149
Effectivity Date: June 2020
Mode of Delivery: Blended (On-line with face-to-face or virtual sessions)
Time Frame: 54 Hours
Student Workload: Expected Self-Directing Learning
Requisites: None
Credit: 6 units
Attendance Requirement: A minimum of 95% attendance is required at all
scheduled Virtual or face to face sessions
Course Outline Policy
Areas of Concern Details

Contact and Non-contact Hours This 6-unit course self-instructional manual is designed
for blended learning mode of instructional delivery with
scheduled face to face or virtual sessions. The
expected number of hours will be 54, including the face
to face or virtual sessions. The face to face sessions
shall include the summative assessment tasks (exams)
if warranted.
Assessment Task Submission Submission of performance tasks shall be on the 3 rd,
5th, 7th, 9th, 11th, 13th, 15th, and 18th weeks of the
semester. The assessment paper shall be attached
with a cover page indicating the title of the assessment
task (if the task is a performance), the name of the
course coordinator, date of submission, and the name
of the student. The document should be emailed to the
course coordinator. It is also expected that you already
paid your tuition and other fees before the submission
of the assessment task.
If the assessment task is done in real-time through the
features in the Blackboard Learning Management
System, the schedule shall be arranged ahead of time
by the course coordinator.
Turnitin Submission To ensure honesty and authenticity, all assessment

tasks are required to be submitted through Turnitin
with a maximum similarity index of 30% allowed. This
means that if your paper goes beyond 30%, the
students will either opt to redo her/his paper or explain
in writing addressed to the course coordinator the
reasons for the similarity. In addition, if the paper has
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reached more than 30% similarity index, the student
may be called for disciplinary action following with the
University’s OPM on Intellectual and Academic
Honesty.
Please note that academic dishonesty such as

cheating and commissioning other students or people
to complete the task for you have severe punishments
(reprimand, warning, expulsion).
Penalties for Late Assignments/ The score for an assessment item submitted after the
Assessments designated time on the due date, without an approved
extension of time, will be reduced by 5% of the possible
maximum score for that assessment item for each day
or part-day that the assessment item is late.
However, if the late submission of the assessment

paper has a valid reason, a letter of explanation should
be submitted and approved by the course coordinator.
If necessary, you will also be required to present/attach
pieces of evidence.
Return of Assignments/ Assessment tasks will be returned to you two (2) weeks
Assessments after the submission. This will be returned by email or
via the Blackboard portal.
For group assessment tasks, the course coordinator
will require some or few of the students for online or
virtual sessions to ask clarificatory questions to validate
the originality of the assessment task submitted and to
ensure that all the group members are involved.
Assignment Resubmission You should request in writing addressed to the course
coordinator his/her intention to resubmit an assessment
task. The resubmission is premised on the student’s
failure to comply with the similarity index and other
reasonable grounds such as academic literacy
standards or other reasonable circumstances e.g.,
illness, accident, or financial constraints.
Re-marking of Assessment You should request in writing addressed to the program
Papers and Appeal coordinator your intention to appeal or contest the
score given to an assessment task. The letter should
explicitly explain the reasons/points to contest the
grade. The program coordinator shall communicate
with the students on the approval and disapproval of
the request.
If disapproved by the course coordinator, you can
elevate your case to the program head or the dean with
the original letter of request. The final decision will
come from the dean of the college.
Grading System All culled from BlackBoard sessions and traditional
contact
Course discussions/exercises – 30%
1st exam – 10%
2nd exam – 10%
3rd exam – 10%
All culled from on-campus/onsite sessions (TBA):
Final exam – 40%
Submission of the final grades shall follow the

usual University system and procedures.
Preferred Referencing Style Use the 7th Edition of the APA Publication Manual
Student Communication You are required to create a umindanao email

account, which is a requirement to access the
BlackBoard portal. Then, the course coordinator shall
enroll the students to have access to the materials and
resources of the course. All communication formats:
chat, submission of assessment tasks, requests, etc.
shall be through the portal and other university
recognized platforms.
You can also meet the course coordinator in person

through the scheduled face to face sessions to raise
your issues and concerns.
For students who have not created their student email,

please contact the course coordinator or program
head.
Contact Details of the Dean Dr. Khristine Marie D. Concepcion
Email: artsciences@umindanao.edu.ph Phone:
(082)300-5456/305-0647 Local 134
Contact Details of the Program Dr. Edwin L. Nebria

Head Email: edwin_nebria@umindanao.edu.ph
Phone: (082)300-5456/305-0647 Local 149
Students with Special Needs Students with special needs shall communicate with
the course coordinator about the nature of his or her
special needs. Depending on the nature of the need,
the course coordinator, with the approval of the
program coordinator, may provide alternative
assessment tasks or extension of the deadline for
submission of assessment tasks. However, the
alternative assessment tasks should still be in the
service of achieving the desired course learning
outcomes.
Instructional Help Desk Dr. Khristine Marie D. Concepcion - Dean
Contact Details Email: artsciences@umindanao.edu.ph Phone:
(082)300-5456/305-0647 Local 134
Rosyl S. Matin-ao – College LMS Facilitator
Email: rosyl_matinao@umindanao.edu.ph
Phone: (082)300-5456/305-0647 Local 149
Library Contact Details Brigida E. Bacani
Email: library@umindanao.edu.ph
Phone: (082) 300-5456
Hotline No.: 0951-376-6681
(082)300-5456/305-0647 Local 134
Well-being Welfare Support Held GSTC Head: Ronadora Diala

Desk Contact Details Email:
Phone: (082) 300-5456
GSTC Facilitator: Carizza Mari C. Tinanac

Email: crizzamari_tinanac@umindanao.edu.ph
Phone: 0977-805-8911
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(082)300-5456/305-0647 Local 134
Course Information: esd/ow

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abulylsintheBlackboardLMS
CC’s Voice: Welcome to the course GE 2: Purposive Communication.

With the creation of life comes the creation of human’s ability to
communicate. Communication today, more than ever, has become
more riveting and convoluted as we explore our similarities and
differences in a multicultural world. That is why it is very important
that you learn to communicate purposefully in a world full of diverse
people. Purposive communication means your ability to strategically
make use of multimodal resources and appropriately choose an
accurate language register for your desired audience. As a whole,
purposive communication is not just your ability to deliver your
message successfully, but it also entails your ability to send your
message with purpose, respect, understanding, and acceptance of
other people regardless of their culture, age, and gender.
CO In order for you to be purposeful with your communication, you

must describe and understand the nature, elements, and functions of
verbal and non-verbal communication in various and multicultural
contexts, which is the ultimate course outcome (CO) of this subject.
This course deals with the nature of communication, and how
culture and global issues shape communication. You will also learn to
appreciate how communication affects our society in the 21 st century.
In this course, you will also learn how to design and present
ideas in local and global contexts using different multimedia and
multimodal strategies. You will also realize the importance of
designing effective and appropriate communication materials in your
future workpalce. With this ability, you will be more equipped in
successfully sending your message to your desired audience.
With Purposive Communication, you will learn to write and
present a research or academic paper with the use of appropriate
tone, styles, and conventions. This ability will further equip you as
you go higher in the academic ladder of success.
Let us begin!
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Week 1-3: Unit Learning Outcomes (ULO):

At the end of the unit, you are expected to
a. Describe the characteristics, process, and elements of communication;
b. Articulate the types, ethics, and principles of communication;
c. Appreciate communication in multicultural settings.
d. Explain the impact of globalization on society and the world;
e. Determine the varieties and registers of spoken and written English
language; and
Big Picture inFocus

ULO-a. Describe the characteristics, process, and elements of communication.
f. Apply the concepts of evaluating images and messages by creating a

multimodal text.
In this section, the essential terms relevant to the study of the nature of
communication and to demonstrate, ULO-a will be operationally defined to establish
a common frame of reference as to how the texts work. You will encounter these
terms as we go through the study of the nature of
Metalanguage communication. Please refer to these definitions in case
you will encounter difficulty in understanding some
concepts.
1. Meaning and definitions of Communication:

 Communication is a basic requirement in the success of any individual. Every
profession requires communication as a basic key to a professional’s success.
 Communication is also essential for a good and productive society. There
would be no society without communication. The success and failure of
society rely greatly on its people’s communication.
 Communication involves the encoding, sending, and decoding of a message
to the desired audience.
 Communication is a process by which we assign and convey meaning with
the desire to have a common and shared understanding of the
message.
 Communication helps you build connections with other people from
different places with different beliefs, customs, and cultures.
 Communication allows you to have a better understanding of the people
and world around you.
 Communication enables you to inform, persuade, and motivate the people
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around you.
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2. Characteristics of communication explains the distinct qualities and

attributes of communication that a person must know for the success of the
communication process.
3. Process of communication is the series of steps that servers as a guide that

will lead to a common understanding between the sender and the receiver.
4. Elements of communication are components that the sender and receiver

consider in the exchange of ideas.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the first three
(3) weeks of the course, you need to fully understand the following essential
knowledge that will be laid down in the succeeding pages. Please note that you are
not limited to refer to these resources exclusively. Thus, you are expected to utilize
other books, research articles, and other resources that are available in the
university’s library e.g., ebrary, search.proquest.com, etc.
1. The characteristics of Communication. Communication is a process of

exchanging ideas, information, emotions, and other forms of messages from
one person to another. It is deemed necessary in one’s success in life. Here
are a few, among many, characteristics of communication.
1.1 Communication is the blood-line of society

In the absence of communication, there will be no society. All forms of
society have communication. Even the kingdom of animals has their forms of
communication which are very necessary for their survival. In all of our
undertakings, communication is a vital requirement (Tendero, Antonio, Mora,
Tanuecoz, Babia, & Cruz, 2009).
1.2 Communication is basic to success

Proper communication makes a business a success. Your ability to say
what you feel, express your ideas, persuade others to believe in you, and
convince them to react or respond to you are all factors to a successful career
(Tendero, Antonio, Mora, Tanuecoz, Babia, & Cruz, 2009).
1.3 Communication allows you to create networks and build stronger

relationships.
Your ability to communicate allows you to make friends, extend your
network or circle of people around you, and build relationships with people
from different places.
1.4 Communication is everywhere

Communication is constant; which means it is everywhere. Wherever
you go, whatever you, whoever you are with, communication will always be
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present. The moment you wake up and think of what breakfast to eat, or a
simple thought of planning your day is a form of communication within the self.
At the very least, smiling at someone is already a form of sending a message;
thus, a form of communication.
1.5 Communication is a two-way process

One of the very nature of communication is its requirement of a
sender and a receiver. Since one can communicate within the self
(intrapersonal communication), communication may not necessarily require
two individuals. It only needs a sender and a receiver, along with its other
elements, for the communication to process.
1.6 Communication is complex

Communication is not easy with its many components and considerations. In
communicating, you have to consider your target audience’s interests, culture, beliefs,
practices, etc. There are also other things that you have to consider things such as
grammar, medium, and other means of communicating your message which make the
entire communication process not as easy as it sounds
1.7 Communication is irreversible

There is a need for you to be extra careful with your communication
skills since this is only done once. It cannot be repeated and cannot be taken
back. Once the communication process has occurred, it has to be noted that
your words and their meaning may have varied interpretations from your
target audience.
2. Communication process. This is a guide toward realizing effective

communication. It is through the communication process that the sharing of a
common meaning between the sender and the receiver takes place.
Individuals that follow the communication process will have the opportunity to
become more productive in every aspect of their profession because effective
communication leads to understanding.
Figure 1.The Osgood-Schramm model of communication

(Sources: Kisspng, 2018; Web Editor 4, 2017)
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2.1 . The first step in the communication process starts with the sender who
does the encoding process. This process involves the formulation and
translation of the sender’s ideas or information in the form of symbols that
represent meaning. These symbols may be in different forms such as
words (oral or written), facial expressions, gestures, and others. The
sender has to make sure that these symbols are properly encoded in
such a manner that the receiver fully understands the meaning of the
message.
2.2 . To begin the second step, which is the transmitting of the message
from the sender to the receiver, the sender has to consider the kind of
medium or means to use. The sender has to appropriately choose the
channel that is accessible and understandable by the receiver. Although
we have the traditional face-to-face means of communication, with the
expansion of technology, channels are also extended to the use of email,
social media platforms, and other communication means involving digital
devices.
2.3 . Once the message was sent to the desired audience, the received will
now perform the third step which is the decoding stage. This is done by
the receiver who receives, examines, analyzes, and understands the
message. The communication process is a success once the receiver
correctly understands and interprets the message of the sender.
2.4 . Most, but not all, communication processes do not end with the
decoding stage. Feedback constitutes the fourth step of the
communication process. This is the best way to evaluate whether the
message was fully and correctly understood by the receiver. Feedback
may take different signal forms such as a written reply, a smile, a long
sigh, a nod, or other actions. Even the lack of feedback is, in a sense, a
form of feedback. The sender would not be able to confirm if the receiver
has fully grasped the message in the absence of feedback.
3. The elements of communication. The communication process will not be

possible with the portrayal of the individual roles of each of the elements of
communication.
3.1 Sender. This is the individual or group that initiates the conversation.
3.2 Receiver. This is to whom the message is directed to.
3.3 Channel. This is the medium or means which the sender uses in sending
the desired message
3.4 Encoding. This is the process by which the message is translated in the
form of symbols that represent ideas or concepts.
3.5 Decoding. This is the part where the receiver interprets and analyzes the
meaning of the symbols sent by the sender.
3.6 Feedback. Aside from being a reply or response, feedback is also a great
way of evaluating the effectiveness of the communication process. The
communication process is effective if there is a correct feedback
3.7 Message. This is the heart and soul of the communication process. The
message corresponds to the symbols and ideas that are transferred from
the sender to the receiver. The underlying goal is to have a common and
shared understanding of this message.
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You can also refer to the sources below to help you further
1) Tendro, E., et al. (2009). Fundamentals of effective speech and oral communication. Mutya
Publishing House, Inc.
2) Abrera, R., Fernandez, I.D., & Adriano, T. (2015). Speak right and shine. Mutya Publishing
House, Inc.
3) Barker, A. (2006). Chapter 01. the process of communication (2nd ed. ed.). London: Kogan
Page Ltd. Retrieved from https://search.proquest.com/docview/288374867?
accountid=31259. April 29, 2020
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Activity 1. Now that you know the most essential concepts in the study of the nature of
communication, let us try to check your understanding of these concepts. In the space
provided, write the term/s or concept/s being asked in the following statements:
1. What key element of communication is involved in the translation of

information into a message in the form of symbols that represent ideas?
2. Which among the elements of communication allows he sender to

evaluate the effectiveness of the message whether it was fully grasped or understood by
the receiver?
3. Who is the one who initiate the communication process?
4. What element of communication process is done by the receiver who

interprets the symbols sent by the sender?
5. What is the other term for the medium used by the sender and receiver to
convey their message?
6. What characteristic of communication is shown when a teacher and her

students share their thoughts on the cease-and-desist order of ABS-CBN ordered by NTC?
7. What is characterized by communication involving series of steps with

symbols and signs that may be too difficult to analyze and interpret?
8. In the evolution of communication, what was the invention of Samuel

Morse which marked a great leap in the history of communication process?
9. Who transmitted the first radio signal?
10. Among the elements of communication, what is considered to be the

focal point of the communication process?
Activity 2. Getting acquainted with the essential terms and concepts of the nature
in communication, what also matters is you should also be able to explain or
articulate its importance and its roles in your daily life. Now, I will require you to
explain thoroughly your answers to the following question:
Communication plays a very vital role in your family, your school, and your
society. Cite the importance of communication in the different aspects of your life (e.g.:
as a family member, as a student, as a member of the society, etc.) Please refer to the
rubric found on the next page.
.
Activity 2 Rubric
Criteria Description Points

Main ideas are well-supported
Focus and Details by details and accurate 5
information
The introduction is inviting. It
states the main topic and
provides an overview of the
Organization paper. The information is 5
relevant and presented in a
logical order. Lastly, the
conclusion is convincing
Your purpose of writing must
be very clear that it catches the
attention of your readers. Your
Voice 5
extensive knowledge
and/experience with the topic
must also be evjdent.
The word choice and
Word Choice placement seem accurate and 5
natural (not forced).
Sentences are well-
constructed which have varied
Mechanics (structure, grammar,
structure and length. Errors in 5
punctuation, spelling)
grammar, mechanics, and/or
spelling are avoided.
(Adapted from: www.readwriteandthink.org. Retrieved: April 24, 2020)

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Activity 3. Based from the definition of the most essential terms and concepts in the
study of the nature of communication and the learning exercises that you have done, please
feel free to write your arguments or lessons learned below:
1.
2.
3.
4.
.
Do you have any question for clarification?
Questions / Issues Answers
1.
2.
3.
4.
5.
Communication Channel/Medium Feedback
Encode Decode Message
Sender Receiver
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Big Picture inFocus

ULO-b. Articulate the types, ethics, and principles of communication.
In this section, the essential terms relevant to the study of the types of communication
and its ethics and principles. To demonstrate ULO-b will be operationally defined to establish a
common frame of reference as to how the texts work. You will encounter these terms as we go
through this topic. Please refer to these definitions in case you will encounter difficulty in
understanding some concepts.
Metalanguage
1. Types of communication according to the number of person/s. This

categorizes the communication according to the number of people involved in
the communication.
2. Types of communication according to medium. This is another category of

communication which classifies the communication to the medium or channel
used by the sender and receiver in the communication process.
3. Ethics and principles of communication. These are the standard basis on

what is considered as right and wrong in communicating with someone,
especially in the multicultural world.
Essential Knowledge
1. Types of communication according to the number of persons. Communication

may be classified according to the number of participants. To enumerate, they are the
following:
1.1. Intrapersonal communication. This is a common way of talking to yourself.
Also known as communication within the “self”, this type of communication
happens when you think and communicate internally. One example is
deciding what to eat for breakfast or what clothes to wear for school.
1.2. Interpersonal communication. This is done in “pair” which means the
individual talks with another person. An example is when a student asks a
teacher for his/her exam result.
1.3. Group communication. This is composed of three persons or more. But

more than the number of participants, this may be better defined in terms of
the relationship between the sender and receiver who interact actively with
each other.
Example.: Rebecca and her five colleagues are discussing their newly
assigned project.
1.4. Public communication. Although almost the same with the group, public
communication involves more people in the process. Also, public
communication happens when the speaker speaks in front of a crowd or an
audience in a one-directional manner.
Example: Glyza is delivering her inspirational message before a gathering of
business professionals.
1.5. Mass communication. Mass communication happens in cases that the

audiences would not be gathered in one place. The use of newspaper,
internet, radio, television, and others are needed for the purposeful delivery
of the message in mass communication.
Example: Noli de Castro delivered the daily news report.
2. Types of communication according to medium employed. Apart from the number

of individuals involved in the communication process, communication may also be
classified according to the medium or channel used in the process.
2.1 Verbal communication. This type of communication makes use of words
which may even be either written or oral.
2.1.1 Written communication. This type of verbal communication uses

symbols and signs in written forms which could be printed or
handwritten
Written communication sends messages through the use of written signs and
symbols. These signs and symbols may be employed via printed, handwritten,
and projected on screen. A few examples of written communication are e-
mails, memoranda, letters, manuals, postcards, etc.
2.1.2 Oral communication. In this type of communication, your message is

verbally or orally transmitted to your target listener/audience. Oral
communication can either be formal (business presentations,
classroom lectures, valedictory speech, etc.) or informal (face-to-face
conversation, telephone conversation, etc.)
2.2 Non-Verbal communication. This comprises of gestures, facial expressions,

actions or even unconscious behavior that may either reinforce or hamper
communication. For communication to be effective, there should be
consistency in the verbal and non-verbal communication systems. Non-verbal
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communication makes use of our body language in sending our messages to

our target audience. It may be classified according to the following:
2.2.1 Kinesics. This involves your body movement such as your eye
contact, your gestures, how you sit, how you walk, etc.
2.2.2 Haptics. This involves communicating through the use of touch.

This includes non-verbal actions such as hugs, kiss, taps on the shoulder,
etc.
2.2.3. Vocalics. This is communicating through the use of your voice

such as your rate or speed of talking, volume of your voice, the rising and
falling of your intonation, etc.
2.2.4. Proxemics. This involves space and its role in the communication
process. Proxemics can be categorized into:
a. Intimate space. We share this space with our loved ones and
closest friends.
b. Personal space. We share this space with our friends and

acquaintances.
c. Social space. We share this space with people we are with in

social events and gatherings.
d. Public space. We share this space with people when we are in

public spaces such as streets, markets, airports, etc.
e. Personal presentation and environment. our personal

presentation is the manner of how you present yourself, how you look,
how you dress, and your characteristics. These are all parts of how
people understand and accept the messages that you try to send.
3. The Ethics of communication. Successful communication requires certain ethical

rules for a communicator to follow. Andrew Button, as cited in Castigador (2018)
suggests four basic rules to observe:
3.1 Honesty. This quality is very important for communication to succeed. Webster
defines honesty as the act, quality, or condition of being truthful. Perhaps there
may be instances when a person may be forced to lie, as in misleading an
enemy in a war, who is asking important information about the whereabouts of
friendly forces. Button opines that honesty is more than just not lying, it is being
open and offering whatever information you have, even if it puts your own short-
term interests at stake.
3.2 Openness to other views. Your willingness to be open to views, which differ or
even run against your ideas, is one crucial factor for communication to succeed.
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An environment where people are not free to express their ideas, especially if
these may be unpopular, is not an ethical environment. The free flow of
communication is vital to the welfare and development of an organization, and
of the country for that matter.
3.3 Commitment. Webster presents an interesting definition of commitment, i.e.,

being bound emotionally/intellectually to a course of action or to another person.
Commitment is a promise or agreement to do something. It is also a state of
being pledged or engaged.
3.4 Build consensus. Consensus is a general agreement among the members of

a given group or community, each of which exercises some discretion in
decision-making.
4. Principles of communication. To be effective, a communicator should be able to

use some fundamental assumptions or rules. These assumptions or rules are called
principles. Castigador (2019) enumerated at least six basic principles that could be
utilized to make communication successful:
4.1. Relevance. An important consideration in sending your message is the value

or relevance of your message to your receiver. Thus, foremost, a speaker or a
writer should ask him/herself the following questions: what is the value of my
message to my receiver? Will my message appeal to the interest of my receiver?
Will my message add value to my receiver or to the company of my receiver?
4.2. Be positive. Formulate your message with an open and positive attitude. It is
an accepted rule in physics that an action requires an equal amount of reaction. It
is believed that if a speaker or a writer has a positive attitude then his message
would be received positively by the audience/reader.
4.3. Choose the best medium. An equally important principle in communication is

the medium, the means that a speaker or a writer use, as channel of
communication. It is advisable that the speaker or the writer utilize effective
communication systems to drive through the message.
4.4. Study your audience. It is a must that a speaker or writer knows the audience
or reader. Thus, the speaker or writer should study the socio-economic profile, the
interests, and the aspirations of his/her audience/reader; more importantly, what
appeals to them. If your audience/reader is politically inclined, then talk of
something related to current political issues.
4.5. Be enthusiastic. Enthusiasm is a very important quality of a speaker or writer.

It is defined as divine inspiration or frenzy. Simply said enthusiasm is the intensity of
feeling, excitement interest or eagerness.
4.6. Maintain intense focus. To be effective, a speaker or writer should be fired

with intense feeling or be passionate. Webster believes that the sender of the
communication should be given to a strong feelings sometimes even romantic
and/or sexual.
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You can also refer to the sources below to help you
1) Castigador, A. (2019). Speak and write for a purpose. ACC Book Publishing.
2) Tendro, E., et al. (2009). Fundamentals of effective speech and oral communication. Mutya
Publishing House, Inc.
3) Abrera, R., Fernandez, I.D., & Adriano, T. (2015). Speak right and shine. Mutya Publishing
House, Inc.
4) Barker, A. (2006). Chapter 01. the process of communication (2nd ed. ed.). London: Kogan
Page Ltd. Retrieved from https://search.proquest.com/docview/288374867?
5) Verbal Communication, edited by Andrea Rocci, and Louis de Saussure, De Gruyter, Inc.,
2016. ProQuest Ebook Central, https://search.proquest.com/legacydocview/EBC/4451840?
6) Interpersonal Communication, edited by Charles R. Berger, De Gruyter, Inc., 2014.

ProQuest Ebook Central, https://search.proquest.com/legacydocview/EBC/1346220?
20
Activity 4. Reading Text on Mass Communication
Instructions: Read the following transcript of Emma Watson’s speech on

gender equality which was delivered last September 20, 2014. With a partner,
discuss and share to the class your thoughts and opinions on the following
questions:
1. What was the issue discussed in the speech and what makes it so
relevant to discuss about it?
2. Why do you think people are reluctant to use the word “feminism”?
3. Why did Emma Watson feel the need to address this issue?
4. How is the concept of “feminism” relevant in the article? Cite the

relevant paragraph to support your answer.
Note: You may also access the speech at :

https://www.youtube.com/watch?v=gkjW9PZBRfk&t=53s
SpeechbyUNWomenGoodwillAmbassadorEmma Watsonataspecial
eventfortheHeForShecampaign,UnitedNationsHeadquarters,NewYork,20
September2014
1- Todaywearelaunchingacampaigncalled“HeForShe.”Iamreachingout
toyoubecauseIneedyourhelp.Wewanttoendgenderinequality—andtodo
thatweneedeveryonetobeinvolved.
2- -This is the first campaign of its kind at the UN: we want to try and galvanize
as many men and boys as possible to be advocates for gender
equality.Andwedon’tjustwanttotalkaboutit,butmakesureitistangible.
3 - Iwas appointed six months ago and the more I have spoken about
feminismthemoreIhaverealizedthatfightingforwomen’srightshastoo
oftenbecomesynonymouswithman-hating.IfthereisonethingIknowfor
certain,itisthatthishastostop.
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4- Fortherecord,feminismbydefinitionis:“Thebeliefthatmenandwomen should have

equal rights and opportunities. It is the theory of the political,
economicandsocialequalityofthesexes.”
5- Istartedquestioninggender-basedassumptionswhenateightIwasconfused
atbeingcalled“bossy,”becauseIwantedtodirecttheplayswewouldputonfor ourparents—
buttheboyswerenot.
6- Whenat14Istartedbeingsexualizedbycertainelementsofthepress.
7- Whenat15mygirlfriendsstarteddroppingoutoftheirsportsteamsbecause
theydidn’twanttoappear“muscly.”
8- Whenat18mymalefriendswereunabletoexpresstheirfeelings.
9- Idecided Iwasafeministandthisseemeduncomplicatedtome. Butmy

recentresearchhasshownmethatfeminismhasbecomeanunpopularword.
10- ApparentlyIamamongtheranksofwomenwhoseexpressionsareseenas
toostrong,tooaggressive,isolating,anti-menand,unattractive.
1 -Whyisthewordsuchanuncomfortableone?
12- IamfromBritainandthinkitisrightthatasawomanIampaidthesameas
mymalecounterparts.IthinkitisrightthatIshouldbeabletomakedecisions
aboutmyownbody.Ithinkitisrightthatwomenbeinvolvedonmybehalfinthe
policiesanddecision-makingofmycountry.IthinkitisrightthatsociallyIam
affordedthesamerespectasmen.ButsadlyIcansaythatthereisnoonecountry
intheworldwhereallwomencanexpecttoreceivetheserights.
13- Nocountryintheworldcanyetsaytheyhaveachievedgenderequality.
14- TheserightsIconsidertobehumanrightsbutIamoneoftheluckyones.My
lifeisasheerprivilegebecausemyparentsdidn’tlovemelessbecauseIwasborn
adaughter.MyschooldidnotlimitmebecauseIwasagirl.Mymentorsdidn’t
assumeIwouldgolessfarbecauseImightgivebirthtoachildoneday.These
influencerswerethegenderequalityambassadorsthatmademewhoIamtoday.
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Theymaynotknowit,buttheyaretheinadvertentfeministswhoarechangingthe
worldtoday.Andweneedmoreofthose.
Note:
15- Andifyoustillhatetheword—itisnotthewordthatisimportantbuttheidea
andtheambitionbehindit.Becausenotallwomenhavebeenaffordedthesame
rightsthatIhave.Infact,statistically,veryfewhavebeen.
16- In1995,HilaryClintonmadeafamousspeechinBeijingaboutwomen’srights.
Sadlymanyofthethingsshewantedtochangearestillarealitytoday.
17- Butwhatstoodoutformethemostwasthatonly30percentofheraudience
weremale.Howcanweaffectchangeintheworldwhenonlyhalfofitisinvitedor
feelwelcometoparticipateintheconversation?
18- Men—Iwouldliketotakethisopportunitytoextendyourformalinvitation.
Genderequalityisyourissuetoo.
19- Becausetodate,I’veseenmyfather’sroleasaparentbeingvaluedlessby
societydespitemyneedinghispresenceasachildasmuchasmymother’s.
20- I’veseenyoungmensufferingfrommentalillnessunabletoaskforhelpfor
fear it would make them look less “macho”—in fact in the UK suicide is the biggest killer
of men between 20-49 years of age; eclipsing road accidents,
cancerandcoronaryheartdisease.I’veseenmenmadefragileandinsecurebya
distortedsenseofwhatconstitutesmalesuccess.Mendon’thavethebenefitsof
equalityeither.
21- Wedon’toftentalkaboutmenbeingimprisonedbygenderstereotypesbutI
canseethatthattheyareandthatwhentheyarefree,thingswillchange for
womenasanaturalconsequence.
2 -Ifmendon’thavetobeaggressiveinordertobeacceptedwomenwon’tfeel
compelledtobesubmissive.Ifmendon’thavetocontrol,womenwon’thavetobe controlled.
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23-Bothmenandwomenshouldfeelfreetobesensitive.Bothmenandwomen
shouldfeelfreetobestrong…Itistimethatweallperceivegenderonaspectrum
notastwoopposingsetsofideals.
24 - If we stop defining each other by what we are not and start defining
ourselvesbywhatweare—wecanallbefreerandthisiswhatHeForSheisabout.
It’saboutfreedom.
25- Iwantmentotakeupthismantle.Sotheirdaughters,sistersandmothers can

be free from prejudice but also so that their sons have permission to be
vulnerableandhumantoo—reclaimthosepartsofthemselvestheyabandonedand
indoingsobeamoretrueandcompleteversionofthemselves.
26- YoumightbethinkingwhoisthisHarryPottergirl?Andwhatisshedoingup
onstageattheUN.It’sagoodquestionandtrustme,Ihavebeenaskingmyself
thesamething.Idon’tknowifIamqualifiedtobehere.AllIknowisthatIcare
aboutthisproblem.AndIwanttomakeitbetter.
27- AndhavingseenwhatI’veseen—andgiventhechance—Ifeelitismydutyto
saysomething.EnglishStatesmanEdmundBurkesaid:“Allthatisneededforthe
forcesofeviltotriumphisforenoughgoodmenandwomentodonothing.”
28- InmynervousnessforthisspeechandinmymomentsofdoubtI’vetold myselffirmly—

ifnotme,who,ifnotnow,when.Ifyouhavesimilardoubtswhen
opportunitiesarepresentedtoyouIhopethosewordsmightbehelpful.
29- Becausetherealityisthatifwedonothingitwilltake75years,orformeto
benearlyahundredbeforewomencanexpecttobepaidthesameasmenforthe
samework.15.5milliongirlswillbemarriedinthenext16yearsaschildren.Andat
currentratesitwon’tbeuntil2086beforeallruralAfricangirlswillbeableto
receiveasecondaryeducation.
30- Ifyoubelieveinequality,youmightbeoneofthoseinadvertentfeministsI
spokeofearlier.
31- AndforthisIapplaudyou.
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32- Wearestrugglingforaunitingwordbutthegoodnewsiswehaveauniting
movement.ItiscalledHeForShe.Iaminvitingyoutostepforward,tobeseento
speakup,tobethe"he"for"she".Andtoaskyourselfifnotme,who?Ifnotnow, when?
*Note: Please refer to the following rubric for your answers:
Activity 4 Rubric
Your answers should use specific and

convincing examples from the text (Emma
Watson’s speech) to support your claims
Evidence Citation 15
in your own writing, allowing you to have
insightful and applicable connection
between the text and you.
Your answers should demonstrate a
conscious and thorough understanding of
the text (Emma Watson’s speech). Your
Focus and Details answers must have one clear and well- 10
focused topic. Your main ideas must be
clear and should be well-supported by
detailed and accurate information.
Your sentences must be well-constructed
Sentence Structure, Grammar, and have varied structure and length.
5
Mechanics, and Spelling There should be no errors in your
grammar, mechanics, and/or spelling.
Total points 30
25
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Activity 5
The following link shows a video highlighting body language and facial expressions
of some world leaders during an APEC summit:
https://www.youtube.com/watch?v=DLKGBKb2nFQ&t=15s
What is your response to what is shown in the video? Write an effective paragraph of 8-
10 sentences that illustrates your relevant insights. Be guided by the following questions to
help you develop the main idea of your paragraph.
1. What is your view toward body language and facial expressions as non-verbal forms
of communication?
2. What does the video raise about the complexity of communication in a multicultural
setting?
3. What does it mean to communicate effectively in multicultural setting?
4. As you think about the video, why should we be mindful about how we communicate
effectively in a multicultural setting?
*Note: Please refer to the rubric found on the next page for your answers:
Activity 5 Rubric

convincing examples from the video to support
Evidence Citation your claims in your own writing, allowing you to 15
have insightful and applicable connection
between the video content and you.
Your answers should demonstrate a conscious
and thorough understanding of the video. Your
answers must have one clear and well-focused
Focus and Details 10
topic. Your main ideas must be clear and
should be well-supported by detailed and
accurate information.
Your sentences must be well-constructed and
Sentence Structure,
have varied structure and length. There should
Grammar, Mechanics, and 5
be no errors in your grammar, mechanics,
Spelling and/or spelling.
Total points 30
(Adaptedfromwww.readwritethink.org.Retrieved:April24,2020)
Activity 6. Based from the types of communication and its ethics and principles, and
the learning exercises that you have done, please feel free to write your
arguments or lessons learned below.
1.
2.
3.
4.
.
1.
2.
3.
4.
5.
Verbal Non-verbal Intrapersonal

communication communication communication
Interpersonal
Mass communication Public communication
communication
Vocalics Proxemics Kinesics
Haptics Ethics Principles
30
Big Picture inFocus
ULO-c: Appreciate communication in multicultural setting
Metalanguage
In this section, the essential terms relevant to the study of purposive

communication in multicultural setting and to demonstrate ULO-c will be operationally
defined to establish a common frame of reference as to how the texts work. You will
encounter these terms as we go through this topic. Please refer to these definitions in case
you will encounter difficulty in understanding some concepts:
1. Communication in multicultural setting is the process of communication

by people coming from different culture with different sets of beliefs and
practices.
2. Global awareness is a skill which an individual must possess, especially in

communicating in multicultural setting.
3. Ethnocentrism is a belief that on culture is better or superior than any other

culture.
4. Cultural relativism is a belief that all culture is of equal value and should be
treated with respect and fairness rather than being treated with criticism and
negative judgment.
5. Cultural appreciation is the manner of giving honor and respect of one’s

culture.
6. Cultural appropriation is the inappropriate adoption and the lack

acknowledgment of one’s culture for the sake of one’s personal interest.
Essential Knowledge
Communication in Multicultural Setting
Communication is culture-bound. Communication is a reflection of the culture of a

society or community. It is safe to say that communication is developed because of culture.
Hence, communication and culture are two interdependent concepts. This theory is
validated by Edward Hall, when he observed that communication is culture and culture is
communication. In fact our verbal and non-verbal communications reflect our culture and
vice-versa. Thus, a word that is spoken carries with it the culture of that person and his/her
society. Our manner of dressing, our bearing, and our lifestyle, which form part of our
communication systems reveal so much about our culture.
Intercultural communication is interaction and communication among persons
and communities with varied cultural backgrounds. Communication is a process of
interaction among persons that is complex. This entails verbal and non-verbal relationships
among persons and even assumptions that are commonly agreed among them. Because
of the complexity of the communication process, miscommunication and problems may
arise, as a result. To facilitate communication among persons, understanding and
acceptance of the cultures of parties involved in the communication process is necessary.
Appreciation and understanding of the cultures of the parties involved in the
communication process, which influence their behaviors and thinking process manifested
through words, symbols and pictures are required for both parties, to fully understand and
interact with each other effectively.
Successful Communication in an International and Intercultural Setting
The advent of information and communication technology has made the globe
smaller, where it has become as easy as a flick of a finger to communicate and interact with
people around the world. Thus, political, social and economic interactions among countries
and peoples had been facilitated - - now called globalization.
Consequently, relationship between peoples had been globalized. Globalization

hence, is the word of the day. Because of that, interaction and communication among
peoples had become frequent and inevitable.
The effect of globalization is internationalization and inter-culturalization. The

question now is: in light of these developments, how could one be an effective
communicator? The following tips may be worth considering:
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1. Global awareness. One should be knowledgeable of developments

and issues obtaining in countries around the world. We are blessed
by information technology to have global television channels and
media to search information from any part of the world, thus one
should take advantage of this.
2. Cultural sensitivity. To be an effective communicator, we have to

know, accept and respect the culture of our audience/reader.
3. Cultural intelligence (CQ) and competence. This quality relates to

the capability of a person to adjust to and cope with situations in
which differences in cultures and beliefs had been observed.
4. Respect for the cultures and beliefs of others. Our success in our
relationship with others hinges on our respect for their cultures and
beliefs. In other words, respect begets respect. People will respect
you if they sense that you also respect them. This applies to
communication situations. Respect to your audience/reader begets
respect to you.
5. Openness and positive attitude towards others. The key to a

successful relationship is an open and positive attitude towards others.
Start a conversation by a positive comment and you will almost
certainly get a positive response.
Factors that Affect Cross/Multi-cultural Communication
The following elements determine the outcomes of cross/multi-cultural communication:
1. Inability to understand one’s culture, values and beliefs – the

lack of understanding of the culture of the persons involved in the
communication process affects the interaction among them.
2. Lack of acceptance of the culture of a person/ attitude – inability

to accept the culture of the person you are interacting with,
adversely results in poor communication.
3. Prejudice/Bias – some people tend to think superior of themselves

over other cultures, hence have the tendency to pre-judge others and
hamper communication.
4. Lack of education/limited exposure – people who lacked

education do not have the appropriate information about other
cultures, thereby affecting interaction and communication.
33
5. Language barrier – inability to speak a common language,
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obviously hampers understanding and communication.
Ethnocentrism
The Webster Third International Dictionary defines ethnocentrism as a habitual

disposition to judge foreign peoples or groups by the standards and practices of one’s own
culture or ethnic group. It is a belief that one’s own practice is the proper way of life.
People from another country tend to judge those coming from other countries, based on
their standards, cultural practices, values and beliefs thus, the tendency to look down upon
the culture of other peoples, resulting in inaccurate assumptions. Thus, those who have
not been exposed to other cultures, may have the tendency to impose his/her own beliefs,
find it challenging to relate with other people belonging to another culture and result in a
gap in the relationship.
Ethnocentrism could be a source of bias or prejudice that may hence affect relationship
and communication in an intercultural setting. To illustrate, negative pre-judgment and
dislike of food from other countries is an example of ethnocentrism. For instance, the Indo-
Chinese people love to eat raw vegetables, which for Filipinos may be a practice that
would not be too welcome.
What are the possible effects of ethnocentrism to intercultural and global

communication?
Bias – is the inclination, predisposition or partiality towards something. Bias connotes

a favorable impression towards a culture or belief. Thus, the effect of bias in a relationship
or communication situation is something positive.
Prejudice – is the opposite of bias. Prejudice is defined as an adverse judgment or

opinion formed beforehand, without knowledge of the facts. The effect of prejudice to
communication is negative, in the sense that a person may have an adverse pre-judgment
of another person coming from another culture, thus could hinder intercultural
understanding and communication.
Discrimination – is the unfair treatment of a person or group as a consequence of an

adverse judgment or opinion of a culture.
Loyalty – ethnocentrism can cement loyalty within the same social grouping or people
belonging to the same society. For instance the world football games had strengthened
loyalty among the competing countries, since the tendency is for people to support their
own team.
Miscommunication – communication is affected by either bias or prejudice, positive

or negative. Bias for another culture could create a positive impression, thus facilitate
better communication. On the other hand, pre-judgment of one culture brought about by
prejudice could lead to misunderstanding.
Division – unity could not be achieved among different cultures under a situation
where prejudice abounds. If people have adverse assumptions about foreign peoples or
groups, this could adversely affect communication and thus lead to division, or even worse
to conflict or at the extreme, war.
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Cultural Relativism
The concept of cultural relativism implies that a person‟s beliefs and practices should
be perceived by others, in the context of his culture. This also means not judging the
culture of other people that are not the same as yours. Similarly, we should appreciate
the cultural practices of other societies in the context of their culture. For instance the
Filipino food “balut” may be disgusting for other cultures but one would learn to appreciate
it by knowing the nutritional value of the “balut”. Thus, understanding fully one‟s
beliefs and practices would require a study of his/her culture. A related situation is the
issue of whale catching. While many countries and worldwide organizations forbid the
catching of whales, other countries engaged in the practice would not find this acceptable,
since it has been a part of their culture for generations to catch whales. Thus, the question
is: who should set the standards for right or wrong?
For cross-cultural communication to succeed, it is helpful for one to think about the
culture of other countries in such a way that we could appreciate their practices in light of
their beliefs.
Cultural Appreciation
Cultural appreciation happens when a person attempts to appreciate and study about
another culture, for one to widen his understanding and relate with others in a cross-
cultural setting. Cultural appreciation could facilitate cross-cultural understanding and
communication.
Cultural Appropriation
Cultural appropriation is taking one component of a practice belonging to another

culture and using it for a purpose. For instance, buying an ethnic clothing from the natives
of the Mountain Province and using it to make someone look fashionable, without knowing
the appropriate occasion and its meaning when this clothing is used may be offensive to
the ethnic group. So, the call for us is: understanding the culture of others and sensitivity to
their beliefs and traditions.
Observe the following examples of Cultural Appropriation and Cultural Appreciation:
Angelina Jolie visited Pakistan surrounded by

women in hijabs; wearing one herself is a means to fit
in and show repsect towards the culture.
Katy Perry apologized and
acknowledged that she "did it wrong" in
regards to two separate performances
where she was accused of cultural
appropriation. Performing at the American
Music Awards in 2013, Perry dressed as a
geisha and wore a full kimono, tabi socks,
lacquered hair, geiko pancake and heavily
powdered her face. And in 2017 for her
video "This is How We Do," the singer
sported cornrows in her hair. "I won’t ever
understand some of those things because
of who I am — I will never understand, but I can educate myself, and that’s what I’m
trying to do along the way,” Perry said in a podcast interview.
(Source: https://www.thewrap.com/celebrities-who-have-been-accused-of-cultural-
appropriation-photos/ Retrieved 4/22/20)
Cultural Practices and their Roles in Communication
Cultures have different sets of behaviors and practices that are unique on their own. To
have a better grasp of a message in the communication process, one has to be aware of a
certain culture and tradition being practiced by a community.
These practices reflect and guide people on how they should act, talk, and behave.
The habits that we repeatedly do and the customs that we practice are unique shape the
way we communicate.
In Philippines, for example, one of Filipinos’

customs is the mano which is a traditional and
customary practice of showing respect to their elders.
This is done by the younger member of the family to
reach for the elder’s hand and place it one one’s
bowed forehead. This is a sign of humility and respect
as well as a form of acknowledgment of someone’s
age and position in their family
(Image from https://medium.com/@jendyrosenabus97/6-practices-1-country-

94cb9100b6b7 Retrieved 4/19/20).
Greetings all over the world
As culture is very wide and varied, there are different ways as to how people greet each
other. Apart from handshaking that most people do in greeting, here are some other ways
people greet each other all over the world:
In Japan, they greet each other with a bow. This is

also a form of respect for the elders and those who are
in high position, especially in business. Bows have
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different angle and duration, depending on the person they are greeting.
In Oman, men greet each other by pressing their

noses together. They do this with eye contact to
prove and show their sincerity and full respect.
Malays usually stretch out their hands and touch

the other person’s fingertips and then bring their
hands to their hearts. It symbolizes that they’re
greeting you from their hearts.
Tibetan monks stick their tongue out to

greet people. They also press the hands together
and place them in front of their chest to show that
they “come in peace”. They started doing this to
prove that they’re not the reincarnation of a cruel
king from the 9th century that had a black tongue.
(Source: https://www.opodo.co.uk/blog/greetings-around-the
world/ Retrieved 4/19/20)
1. Castigador, A. (2019). Speak and write for a purpose. ACC Book Publishing.
2. The Handbook of Communication Ethics, edited by George Cheney, et al., Taylor & Francis
Group, 2010. ProQuest Ebook Central,
https://search.proquest.com/legacydocview/EBC/667907?accountid=31259. May 14, 2020
3. Scollon, Ron, et al. Intercultural Communication : A Discourse Approach, John Wiley &
Sons, Incorporated, 2012. ProQuest Ebook Central,
4. Overview of cultural diversity. (2014, Jan 01).[Video/DVD] Cypress: Medcom, Inc., Medcom.
Retrieved from https://search.proquest.com/docview/1850361272?accountid=31259. May 14,
2020
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Activity 7. Read each item carefully and choose the most appropriate answer.
Part I. Identify whether the following employs cultural appropriation or cultural

appreciation.
1. Honoring and respecting another culture and its practices as a way to gain
knowledge and understanding.
2. The use of someone else’s culture and practices to make money or to

simply look fashionable.
3. Kylie Jenner attempts to physically embody black culture. She has

adopted box braids - a traditional African hairstyle that is meant to protect the hair, bigger
lips, and curves for the greater purpose of looking “good”.
4. Gigi Hadid posing in front of the camera for a cover of a magazine wearing
hijab to promote awareness on the culture of Muslim.
5. Selena Gomez performing “Come and Get It” on Dancing with the Stars in
2013 donned a bindi and did a Bollywood-inspired routine.
Part II. Identify whether the following examples employ ethnocentrism or cultural
relativism:
6. Anna is aware that culture evolves in different contexts and that they
should not be compared but understood on their own state of differences.
7. Carlo drives his car everyday and has been taught to stay on the right side
of the road when he does. Then, he went to England where people drive on the left side of
the road. After Carlo has returned home, he goes to his friend’s house for dinner and then
he says, “It is incredible, all the people drive in the opposite way. They all drive on the
wrong side!”
8. Maria believes that Filipino culture is the best among all others.
9. Anna is concerned with how similar others’ cultural practices, symbols, and
beliefs are to their own and considers one as better than the other.
10. Ysabella affirms that every culture has to be understood in its particular
context and that the cultures should not be thought of as universally valid worldviews, but
as particular expressions of people.
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Activity 8. Getting acquainted with the essential concepts of communication in

multicultural setting, what also matters is you should also be able to apply
what you have learned by answering the following:
It is, indeed, a challenge to communicate to a person in multicultural setting. This is

because a context may differ depending on the person’s perception of the meaning of the
word to their culture. Culture plays a vital role in shaping a people’s manner of interaction
with one another. Given such concept, how do you think can you manage to overcome
communicating with another person who comes from another culture? Cite
scenarios/examples to further your explanation. Please be guided by the rubric found
on the next page.
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Activity 8 Rubric
Your answers must be inviting and should

state the goal or thesis. The answers must
provide information that is presented in a
Organization logical order and should maintain the 10
interest of your desired audience. Your
concluding statements must strongly state
a personal opinion.
Your answers must provide excellent
reasons that are stated with great support
Reasons, Support, and
and examples. It must also be evident that 10
Examples
a lot of thought was made in relevance to
your answers.
5
Total points 25
40
Activity 6. Based from the concepts of communication in a multicultural setting and the
learning exercises that you have done, please feel free to write your
arguments or lessons learned below:
1.
2.
3.
4.
.
1.
2.
3.
4.
5.
Multicultural International Intercultural
Cultural intelligence
Global awareness Cultural sensitivity
(CQ)
Prejudice/Bias Discrimination Ethnocentrism

Cultural
Cultural relativism Cultural appreciation
appropriation
Big Picture inFocus
ULO-d. Explain the impact of globalization on society and the world.
Metalanguage
In this section, the essential terms relevant to the study of data management and to
demonstrate ULO-d will be operationally defined to establish a common frame of reference as to
how the texts work. You will encounter these terms as we go through the study of data
management. Please refer to these definitions in case you will encounter difficulty in understanding
some concepts.
1. Globalization is the process of connection, partnership, and relationship

between and among nations to develop and mold cultural, economic, and
political partnerships and activities.
2. Virtual interaction is the manner of connecting with people from different

parts of the world through the use of technology such as the internet.
3. Social media power is the dominance of social media in today’s

technological generation.
4. Flight from conversation is the urge to get away from a real face-to-face
conversation due to overwhelming connection from the digital world.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the fourth and
fifth weeks of the course, you need to fully understand the following essential
knowledge that will be laid down in the succeeding pages. Please note that you are not
limited to refer to these resources exclusively. Thus, you are expected to utilize other
books, research articles, and other resources that are available in the university’s library
e.g., ebrary, search.proquest.com, etc.
Implications of Globalization to Communication
Communication competence is one factor in the success of an individual, including

success in business. However, globalization has created a big impact in dramatic ways on
the way people communicate. Part of this global development is the advent of the fourth
industrial revolution, which brought about massive developments in information technology,
including artificial intelligence.
Nowadays, one needs not fly to other countries to conduct meetings. It is now possible
to do teleconferencing. Moreover, one can communicate via email, Skype, Viber,
Facebook, Instagram, and Twitter, etc. and study via learning management systems.
These developments also entail changes in the way we communicate, although the
same ethical considerations and principles would hold true. The following are the
implications of globalization to communication:
1. Virtual Interactions
Because of globalization, virtual communication has become in vogue, thus has

accelerated the flow of communication in exponential terms. Around ten or so years ago,
one has to make an overseas call to communicate with a friend or relative in a foreign
country. Nowadays, through the use of the internet and modern gadgets, communicating to
any part of the world has become as easy as the click of a finger.
2. Information Highway
The channel of communication has become doubly efficient brought about by the
availability of numerous service providers offering internet, cable TV and mobile telephone
facilities.
3. Business Transactions
The speed and efficiency of communication entails new approaches to transact

business around the globe. Traveling to another country to transact business could be
forgone in lieu of internet facilities and mobile services, a number of them for free.
One can do teleconferencing with a business partner abroad, without spending

much for travel. Thus, promotions, marketing and selling products across the globe has
become easy and very quick because of virtual communication. Moreover, because of the
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availability of quick communication facilities, information flow has been significantly

facilitated and decision-making has become faster.
4. Social Media Power
One effect of globalization is the prevalence of social media networks, resulting in

social awareness of people in a global sense. The advent of advanced communication
technology promoted the “massification” of information, views, research studies, opinions,
and prototypes. Where before society is fragmented because of geographic separation,
now a global society has become a reality courtesy of social media.
Consequently, the political, economic and social impact of this communication

revolution could only be unimaginable because the world has virtually shrunk like an
apple due to the speed by which communication could be transmitted.
2. Globalization, Communication and the Workplace : Talking Across the World, edited by Gail
Forey, and Jane Lockwood, Bloomsbury Publishing Plc, 2012. ProQuest Ebook Central,
3. International Communication and Globalization : A Critical Introduction, edited by Ali

Mohammadi, SAGE Publications, 1997. ProQuest Ebook Central,
4. Mohammed, Shaheed Nick. Communication and the Globalization of Culture : Beyond

Tradition and Borders, Lexington Books, 2011. ProQuest Ebook Central,
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Activity 1. Now that you know the most essential concepts in the implications of
globalization to communication, let us try to check your understanding by reading
reading Sherry Turkle’s “Flight from Conversation”. After which, answer the following
questions in 100-150 words each.
1. According to the writer, what is the difference between “conversation and connection”?
What does face-to-face conversation teach us? How?
2. What does “being alone together” mean? Cite the paragraph/s in the text that supports
your answer.
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3. What does “flight from conversation” do to us?
4. Explain the following lines:

4.1. We expect more from technology and less from one another.
4.2 I share, therefore I am.
.
5. What does Sherry Turkle suggest we do so we can make room for conversation?
*Note: please refer to the rubric found on the next page

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Activity 1 Rubric

convincing examples from the text (Flight
From Conversation) to support your claims
Evidence Citation 15
in your own writing, allowing you to have
insightful and applicable connection
between the text and you.
Your answers should demonstrate a
conscious and thorough understanding of
the text (Flight From Conversation). Your
Focus and Details answers must have one clear and well- 10
focused topic. Your main ideas must be
clear and should be well-supported by
detailed and accurate information.
5
Total points 30

Activity 1: Reading Text
The Flight From ConversAtion by SHERRY TURKLE (APRIL 21, 2012)

(Source: https://www.nytimes.com/2012/04/22/opinion/sunday/the-flight-from-
conversation.html)
Note: You may also watch Sherry Turkle’s TedTalk Video on “Connected, but Alone” at:
https://www.ted.com/talks/sherry_turkle_connected_but_alone/transcript?lan
guage=en
1- WE live in a technological universe in which we are always communicating. And yet we

have sacrificed conversation for mere connection.
2- At home, families sit together, texting and reading e-mail. At work executives text
during board meetings. We text (and shop and go onFacebook) during classes and when
we’re on dates. My students tell me about an important new skill: it involves maintaining
eye contact with someone while you text someone else; it’s hard, but it can be done.
3- Over the past 15 years, I’ve studied technologies of mobile connection and talked to
hundreds of people of all ages and circumstances about their plugged-in lives. I’ve learned that
the little devices most of us carry around are so powerful that they change not only what we do,
but also who we are.
4- We’ve become accustomed to a new way of being “alone together.” Technology-enabled,

we are able to be with one another, and also elsewhere, connected to wherever we want to be .
We want to customize our lives. We want to move in and out of where we are because the thing
we value most is control over where we focus our attention. We have gotten used to the idea of
being in a tribe of one, loyal to our own party.
5- Our colleagues want to go to that board meeting but pay attention only to what
interests them. To some this seems like a good idea, but we can end up hiding from one
another, even as we are constantly connected to one another.
6-A businessman laments that he no longer has colleagues at work. He doesn’t stop by to talk;
he doesn’t call. He says that he doesn’t want to interrupt them. He says they’re “too busy on
their e-mail.” But then he pauses and corrects himself. “I’m not telling the truth. I’m the one
who doesn’t want to be interrupted. I think I should. But I’d rather just do things on my
BlackBerry.”
7-A 16-year-old boy who relies on texting for almost everything says almost wistfully,
“Someday, someday, but certainly not now, I’d like to learn how to have a conversation.”
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8- In today’s workplace, young people who have grown up fearing conversation show up
on the job wearing earphones. Walking through a college library or the campus of a high-
tech start- up, one sees the same thing: we are together, but each of us is in our own bubble,
furiously connected to keyboards and tiny touch screens. A senior partner at a Bostonlaw
firm describes a scene in his office. Young associates lay out their suite of technologies:
laptops, iPods and multiple phones. And then they put their earphones on. “Big ones. Like
pilots. They turn their desks into cockpits.” With the young lawyers in their cockpits, the
office is quiet, a quiet that does not ask to be broken.
9- In the silence of connection, people are comforted by being in touch with a lot of people
— carefully kept at bay. We can’t get enough of one another if we can use technology to keep
one another at distances we can control: not too close, not too far, just right. I think of it as a
Goldilocks effect.
10- Texting and e-mail and posting let us present the self we want to be. This means we
can edit. And if we wish to, we can delete. Or retouch: the voice, the flesh, the face, the
body. Not too much, not too little — just right.
11- Human relationships are rich; they’re messy and demanding. We have learned the
habit of cleaning them up with technology. And the move from conversation to connection
is part of this. But it’s a process in which we shortchange ourselves. Worse, it seems that
over time we stop caring, we forget that there is a difference.
12- We are tempted to think that our little “sips” of online connection add up to a big gulp
of real conversation. But they don’t. E-mail, Twitter, Facebook, all of these have their
places — in politics, commerce, romance and friendship. But no matter how valuable, they
do not substitute for conversation.
13- Connecting in sips may work for gathering discrete bits of information or for saying, “I am
thinking about you.” Or even for saying, “I love you.” But connecting in sips doesn’t work as
well when it comes to understanding and knowing one another. In conversation we tend to one
another. (The word itself is kinetic; it’s derived from words that mean to move, together.) We
can attend to tone and nuance. In conversation, we are called upon to see things from
another’s point of view.
14- FACE-TO-FACE conversation unfolds slowly. It teaches patience. When we

communicate on our digital devices, we learn different habits. As we ramp up the volume and
velocity of online connections, we start to expect faster answers. To get these, we ask one
another simpler questions; we dumb down our communications, even on the most important
matters. It is as though we have all put ourselves on cable news. Shakespeare might have said,
“We are consum’d with that which we were nourish’d by.”
15- And we use conversation with others to learn to converse with ourselves. So our flight from
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conversation can mean diminished chances to learn skills of self-reflection. These days, social
media continually asks us what’s “on our mind,” but we have little motivation to say
something truly self-reflective. Self-reflection in conversation requires trust. It’s hard to do
anything with 3,000 Facebook friends except connect.
16- As we get used to being shortchanged on conversation and to getting by with less, we seem
almost willing to dispense with people altogether. Serious people muse about the future of
computer programs as psychiatrists. A high school sophomore confides to me that he wishes he
could talk to an artificial intelligence program instead of his dad about dating; he says the A .I.
would have so much more in its database. Indeed, many people tell me they hope that as Siri,
the digital assistant on Apple’s iPhone, becomes more advanced, “she” will be more and more
like a best friend — one who will listen when others won’t.
17- During the years I have spent researching people and their relationships with
technology, I have often heard the sentiment “No one is listening to me.” I believe this
feeling helps explain why it is so appealing to have a Facebook page or a Twitter feed —
each provides so many automatic listeners. And it helps explain why — against all reason
— so many of us are willing to talk to machines that seem to care about us. Researchers
around the world are busy inventing sociable robots, designed to be companions to the
elderly, to children, to all of us.
18- One of the most haunting experiences during my research came when I brought one of
these robots, designed in the shape of a baby seal, to an elder -care facility, and an older
woman began to talk to it about the loss of her child. The robot seemed to be looking into
her eyes. It seemed to be following the conversation. The woman was comforted.
19- And so many people found this amazing. Like the sophomore who wants advice about
dating from artificial intelligence and those who look forward to computer psychiatry, this
enthusiasm speaks to how much we have confused conversation with connection and
collectively seem to have embraced a new kind of delusion that accepts the simulation of
compassion as sufficient unto the day. And why would we want to talk about love and loss
with a machine that has no experience of the arc of human life? Have we so lost confidence
that we will be there for one another?
20- WE expect more from technology and less from one another and seem increasingly
drawn to technologies that provide the illusion of companionship without the demands of
relationship. Always-on/always-on-you devices provide three powerful fantasies: that we will
always be heard; that we can put our attention wherever we want it to be; and that we never
have to be alone. Indeed our new devices have turned being alone into a problem that can be
solved.
21- When people are alone, even for a few moments, they fidget and reach for a device.
Here connection works like a symptom, not a cure, and our constant, reflexive impulse to
connect shapes a new way of being.
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22- Think of it as “I share, therefore I am.” We use technology to define ourselves by sharing
our thoughts and feelings as we’re having them. We used to think, “I have a feeling; I want to
make a call.” Now our impulse is, “I want to have a feeling; I need to send a text.”
23- So, in order to feel more, and to feel more like ourselves, we connect. But in our rush to
connect, we flee from solitude, our ability to be separate and gather ourselves . Lacking the
capacity for solitude, we turn to other people but don’t experience them as they are. It is as
though we use them, need them as spare parts to support our increasingly fragile selves.
24- We think constant connection will make us feel less lonely. The opposite is true. If we are
unable to be alone, we are far more likely to be lonely. If we don’t teach our children to be
alone, they will know only how to be lonely.
25-I am a partisan for conversation. To make room for it, I see some first, deliberate steps.
At home, we can create sacred spaces: the kitchen, the dining room. We can make our cars
“device-free zones.” We can demonstrate the value of conversation to our children. And we
can do the same thing at work. There we are so busy communicating that we often don’t
have time to talk to one another about what really matters. Employees asked for casual
Fridays; perhaps managers should introduce conversational Thursdays. Most of all, we need
to remember — in between texts and e-mails and Facebook posts — to listen to one
another, even to the boring bits, because it is often in unedited moments, moments in which
we hesitate and stutter and go silent, that we reveal ourselves to one another.
26-I spend the summers at a cottage on Cape Cod, and for decades I walked the same dunes
that Thoreau once walked. Not too long ago, people walked with their heads up, looking at
the water, the sky, the sand and at one another, talking. Now they often walk with their
heads down, typing. Even when they are with friends, partners, children, everyone is on
their own devices.
27- So I say, look up, look at one another, and let’s start the conversation.
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Activity 2. Now that you know the implications of globalization to communication, I will
require you to reflect on and answer the following:
As technology advances, the world is both getting larger and smaller. Today, we are
able to communicate with people across the globe at the touch of a button. With the onset
of new technology, globalization is impacting the ways we communicate and learn in
fascinating ways. We are expanding our understanding of fellowship and as we become
more connected, we are deepening our educational experiences. The rise in the use of the
internet, in particular, has been incredibly instrumental in improving the ways in which we
connect with one another.
Because of technologies like the internet, we have the opportunity to view diverse
perspectives that were outside of our scope before. We are able to fully connect with
someone who is thousands of miles away in real time and the effects are profound. With
this, reflect on the question:
“Have technologies like the internet created a more harmonious or a more

divided society amidst globalization? Explain your answer.”
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*Note: Please refer to the following rubric:
Activity 2 Rubric

Your answers must be inviting and should
state the goal or thesis. The answers must
provide information that is presented in a
Organization logical order and should maintain the 10
interest of your desired audience. Your
concluding statements must strongly state
a personal opinion.
Your answers must provide excellent
reasons that are stated with great support.
Reasons and Support It must also be evident that a lot of thought 10
and research was made in relevance to
your answers.
5
Total points 25
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Activity 3. Based from the implications of globalization to communication and the

1.
2.
3.
4.
.
1.
2.
3.
4.
5.
Globalization Virtual interaction Information highway
Social media power Flight from conversation Conversation
Connection Alone together Digital world

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Big Picture inFocus

ULO-e. Determine the varieties and registers of spoken and written
Metalanguage
In this section, the essential terms relevant to the study of the varieties and
registers of spoken and written English language and to demonstrate, ULO-e will
be operationally defined to establish a common frame of reference as to how the
texts work. You will encounter these terms as we go through this topic. Please
refer to these definitions in case you will encounter difficulty in understanding
some concepts.
1. Varieties of English language is the various types of English language

dialects that are practiced by people form all over the world
2. Language register is the appropriateness of writing and speaking styles.

This also serves as a guide for most writers and speakers in the use of
appropriate grammar, sentence structures, and vocabulary.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the fourth and
fifth weeks of the course, you need to fully understand the following essential
knowledge that will be laid down in the succeeding pages. Please note that you are not
limited to refer to these resources exclusively. Thus, you are expected to utilize other
books, research articles, and other resources that are university’s library e.g., ebrary,
search.proquest.com, etc.
Varieties and Registers of Spoken and Written English
Globalization leads to different complexities and varieties of communication

processes. Communication has developed different communication styles which are all
results of globalization. Many linguists and experts acknowledge different forms of
Englishes wordwide.
World Englishes come in different forms. One term or word may have the same
meaning, but may be used in different approaches. While American and British Englishes
are deemed as the “correct”, “good” or “proper”, other forms or varieties of English around
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the world are as valid and legitimate.

Using English is more than just the
mastery of all its grammatical and linguistic
complexities. In using the language, you have
to be very careful with your purpose and
context in delivering your message to your
target audience.
Philippine English is, in fact, one of

the many varieties of Englishes in the
world. There are expressions, terms, and
words that Filipinos use in English which
may be different from any other variants
of English.
Language register is defined

as the appropriateness of the level
and style of speaking and writing. It
guides a speaker or writer in the use
of vocabulary, structure and
grammar.
At least three language registers

have been identified as the most
common ones:
1. Formal – formal
register is the style of
writing or speaking for
unfamiliar
audience/readers or
for your superiors in an
office.
2. Informal – the informal

register, otherwise
called casual or
intimate is
recommended when
writing/speaking to
friends and familiar
persons.
3. Neutral – this
register is the more
objective,
impersonal and
factual type of
writing or speaking.
ste
Formal register is ad
the type of of
speaking/writing “I”,
appropriate for formal the
rep
speeches, articles,
ort
studies, technical er,
reports, announcements, inst
business letters and ea
emails for business d
purposes. of
A number of rules govern the he/
use of formal language sh
register, as follows: e.
1. U 2. Avoid contractions –
s use would not, instead
e of won’t, cannot instead
of can’t. However, note
t that apostrophes are
h used to show
e possession, as in
Anna’s law office. On
t the other hand, an
h apostrophe can be
i used to indicate a plural
r symbol or numbers,
d e.g. BMW’s, 7’s, etc.
p
3. S
e
p
r
e
s
l
o
l
n
o
–
u
t t
h
n
e
u
u m
n b
d e
e r
r s
s
b
i
e
g
l
n
o
e
w
d
, o
n
i
e
n
h
u
n
d
r
e
d
s
i
x
t
e
e
n
,
e
i
g
h
t
,
n
i
n
e
t
y
-
f
i
v
e
,
e
t
c
.
4. Use formal
words rather
than slang
and clichés
– examples
of slang are:
“cool” for
very good or
“dough” for
money.
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5. Acronyms may be used in formal speaking and writing, but you have
you to spell it out first and put the acronym in parentheses, e.g. non-
government organization (NGO), thereafter you may use the
acronym in other parts of your paragraph.
6. Use complete sentences in your write up/speech – avoid the use

of phrases and clauses, in lieu of a complete sentence.
7. The use of active rather than passive sentences is preferred. Use “A

singer entertained the guests” instead of “The guests were
entertained by a singer.”
8. Simple sentences rather than compound and complex sentences,

would help make your write up/speech shorter and easier to
understand.
9. Use conjunctions, to indicate transitions or imply continuity or cause

and effect relationship in the ideas of your sentences. Conjunctions
such as however, nevertheless, similarly, on the other hand could
help relate or show contrast in the ideas in your sentences.
Informal language register is used for informal and friendly letters/speeches

for your acquaintances, friends and family members, thus written in an informal
style. This is the type of writing you adopt for short messaging system (text
messages) friendly letters, personal e-mails, diaries, journals and blogs. Informal
writing is the opposite of formal letters, hence, does not require formal and strict
rules to follow. Here you may use figures of speech, personal pronouns, symbols,
acronyms, slangs and even incomplete sentences, phrases and clauses.
Finally, the neutral language register is neither formal nor informal, thus
applicable for non- emotional and factual themes. This style of writing/speaking is
usually seen in articles, technical reports and magazine reviews.
Varieties of Language
The different kinds of English language used around the world led to the
varieties in the use of English. The reason for this is historical: England used
English as its native language for more than 1,000 years. However, eventually the
use of English spread in many parts of the globe like Canada, U.S.A and Australia
because of migration, employment and economic reasons. Since language is
dynamic and culture-bound, the differences in culture eventually resulted in
changes in the original English language.
There are at least three main varieties of English: British English, American
English, and Australian English. However, variety and even sub-varieties had
been noted in other countries where English is used. There may be varieties in
spelling. For instance color in American English is colour in British English.
60
On the other hand, varieties had been observed in grammar. For instance for
British speakers they would say: “Have you eaten all those fruits?” while for
Americans, they would say: “Did you eat all those fruits?” This is due to the fact
that British English at times use the present perfect tense of the verb, whereas,
American English would prefer using the past simple tense. More examples could
be seen below of the varieties in American and British English.
British English: Have you eaten all those Happybee fried chicken?
American English: Did you eat all those Happybee fried chicken?
British English: Have you ever watched the TV series, Ang

Probinsiyano?
American English: Did you ever watch the TV series, Ang Probinsiyano?
For tag questions, the following varieties were observed between British and
American English:
British English: I’ll upload these pictures in my Facebook, will I?
I’ll upload these pictures in my

American English: Facebook, right?
Still, variety in English was noted in the use of prepositions. For instance
the British would say: The time is 15 minutes past five. For Americans, they
would say: The time is 15 minutes after five.
For adverbs, the following varieties in informal speech between British

and American English had been noted:
In American English cases in the use of adverbs without the -ly ending:
American Tagaytay was real cold last

English: February.
British English Tagaytay was really cold last February
For vocabulary, varieties of English could be seen mainly between American

English (AmE) and British English (BrE), the two most prevalent varieties of English:
Meanings
In some instances variety between British and American English were seen,
such as in the use of the word cab for Americans while the British uses the word
taxi, although both refer to only one and the same thing.
However, noted were differences in meaning in the use of the word “quite” . In
American English the term “quite” is used as an intensifier:
He was upset a while ago and that was all right, but
now he’s quite upset so we have to leave!
In British English, however, “quite” is used to lessen the intensity of the term.
He was upset a while ago, so I was thinking of leaving; now, he’s still quite upset but I
think it’s all right to stay.
2. Seargeant, Philip. Exploring World Englishes : Language in a Global Context, Taylor &
Francis Group, 2012. ProQuest Ebook Central,
3. SlideTalk.net (2020. Lesson 9: Varieties of English. Retrieved

https://www.youtube.com/watch?v=1N5tKEydla8 May 14, 2020
4. Varieties of English, edited by Alexander Bergs, and Laurel Brinton, De Gruyter, Inc., 2017.
ProQuest Ebook Central,
https://search.proquest.com/ebookcentral/legacydocview/EBC/5116129?accountid=31259.
May 14, 2020
Activity 4.
Now that you know the most essential terms and concepts in the study of
varieties and registers of spoken and written English language, let us try to check
your understanding of these terms and concepts. In the space provided, Identify
whether the following underlined word is British English or American English
by using the symbols BrE for British and AmE for American English.
1. The durian was really sweet.
2. Seeing the rice terraces was truly amazing.
3. The picnic to Boracay was a real experience.
4. Tito bought a pair of beautiful trousers.
5. May I use your toilet?
6. The building is tall, so let’s use the lift.
7. Our office janitor is very conscientious in cleaning our

workplace.
8. Please throw your rubbish in the proper waste can.
9. The plants were arranged beautifully in the ground floor of the building.
10. To avoid accident, please double check that your cooker is

properly turned off before leaving your house.
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Activity 5.
Instructions: Watch the video, “Don’t Judge my African American English” using
this link - https://www.youtube.com/watch?v=j7_rihFMB78. Be ready to answer
the following questions:
1. What is the video about?
2. Describe the features of African American English based on what the different speakers
shared and showed in the video.
64
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3. In what way is African American English both a form of rebellion and expression?
4. One of the speakers in the video said, “Grammar is a big thing in this society.” Explan
what she means by citing examples.
5. How is African American English judged by the society? Do you share the same
observations? Support your answer.
6. What is the purpose of the video? What message does it convey to the viewers?
*Note: Please refer to the rubric found on the next page.

Activity 5 Rubric

Your answers must be inviting and should state
the goal or thesis. The answers must provide
information that is presented in a logical order and
Organization 15
should maintain the interest of your desired
audience. Your concluding statements must
strongly state a personal opinion.
Your answers must provide excellent reasons that
are stated with great support. It must also be
Reasons and Support 10
evident that a lot of thought and research was
made in relevance to your answers.
Your sentences must be well-constructed and
Sentence Structure,
have varied structure and length. There should be
Grammar, Mechanics, 5
no errors in your grammar, mechanics, and/or
and Spelling
spelling.
Total points 30

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Activity 6. Based from the implications of globalization to communication and the

1.
2.
3.
4.
.
1.
2.
3.
4.
5.
Varieties of English Formal Neutral
Informal British English American English
Language register World Englishes Register

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Big Picture inFocus

ULO-f. Apply the concepts of evaluating images and messages by
Metalanguage
In this section, the essential terms relevant to the study of evaluating images
and messages and to demonstrate ULO-f will be operationally defined to establish a
common frame of reference as to how the texts work. You will encounter these terms
as we go through the study of evaluating images and messages. Please refer to
these definitions in case you will encounter difficulty in understanding some concepts.
1. Multimodality is the interweaving of two or more modes using text, images,

audio, and other visual, aural or spatial resources.
2. Semiotic system is assigning content of signs (semiotics) and their

meanings in a system or structure.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the fourth
and fifth weeks of the course, you need to fully understand the following essential
Evaluating Messages and/or Images
Critical evaluation, one of the levels of comprehension advanced by

Benjamin Bloom requires a thorough analysis and critical look at information,
messages and images that we get from or use for reading materials, lectures or
presentations, for one to obtain or use accurate information.
Evaluating Images
Since media messages are developed, they could be altered or

disintegrated. Lately, many fake news and altered media materials misled people
into accepting and believing them. Thus, media messages and images should be
evaluated to ensure their validity, reliability and appropriateness.
70
The following questions can be used in evaluating messages and/or
images:
1. What is the message?

2. What is the purpose of the messages?
3. How is the message conveyed by the text and/or image?
4. Who is the target audience of the message?
5. What is the effect of the message being conveyed in this manner to the
receiver?
Multimodal Text
A text may be multimodal if there is a combination of two or more semiotic

systems. The following are the 5 semiotic systems:
1. Linguistic - includes aspects such as vocabulary, generic structure of both oral

and written language;
2. Visual - includes aspects such as colors, vectors, and still and moving images.
3. Audio - includes aspects such as volume, pitch, rhythm of music and sound
effects.
4. Gestural - includes aspects such as movements, speed and stillness in facial
expression and body movement.
5. Spatial - includes aspects such as proximity, direction, position of layout, and
organization of objects in space.
(Source:http://www.curriculum.edu.au/leader/helping_teachers_to_explore_multimodal_texts,3152
2.html?issueID=12141 Retrieved 2/23/20)
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Multimodal Text in Infographic

Infographic is a collection of pictures,
charts, and graphs that gives an
understanding of a topic’s overview. It is used
because a human’s brain recognize visual
patterns faster than reading texts. This is
because our brains scan text sequentially
(one word at a time) while we can pictures
different places at the same time.
Source:
https://visual.ly/community/infographic/education/cost-college-
education-philippines Retrieved 2/23/20
72
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Multimodal Text in Advertisements
Advertisements, just like infographics, are multimodal texts presenting visuals and
linguistic semiotic systems. Ads are the means of many companies to market and promote
their products, services, and campaigns or platforms.
Source: https://encrypted-tbn0.gstatic.com/images?q=tbn%3AANd9GcQRzUZc9lNtHa0xr32VeP66CBRixaB3KmtIQ-
ywPFLNLLjBfPKW Retrieved 2/23/20
Multimodal Text in Editorial Cartoon
Like infographics and advertisements, editorial cartoons are also multimodal in

nature. As seen in the example below, editorial cartoons achieve multimodality by
making use of available semiotic systems in images and words in a single text.
While most editorial cartoons talk about politics, there are varieties of topics that
are covered in editorial cartoons. Since they are used in newspapers and other
reading materials, editorial cartoons cover topics that are currently relevant in the
society. Readers take different interpretations on the multimodal text presented in the
editorial cartoons.
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Source: https://www.washingtonexaminer.com/editorial-cartoon-back-to-school-supplies Retrieved 2/23/20
Multimodal Text in Fund-Raising (For-A-Cause) Posters
Just like ads, infographics, and editorial cartoons, posters also employ
multimodality. There are different types of posters. There are promotional posters for
films, books, exhibitions, and events. There are also some posters for campaigns or
awareness raising posters. Look at the example below:
Source: https://www.behindrollingchair.com/dinner-for-a-cause/ Retrieved 2/23/20

(082)300-5456/305-0647 Local 134
2. Suarez, C., Perfecto, M.R., Canilao, M.L.E., Paez, D.B. (2018). Purposive
communication in English. Ateneo de Manila University Press.
3. Perspectives on Multimodality, edited by Eija Ventola, et al., John Benjamins

Publishing Company, 2004. ProQuest Ebook Central,
https://search.proquest.com/legacydocview/EBC/769702?accountid=31259.
4. Multimodal Composing in Classrooms : Learning and Teaching for the Digital World,
edited by Suzanne M. Miller, and Mary B. McVee, Taylor & Francis Group, 2012.
ProQuest Ebook Central,
https://search.proquest.com/legacydocview/EBC/956967?accountid=31259.
Activity 7. Getting acquainted with the essential terms and concepts of multimodal text,
what also matters is you should also be able to apply these concepts. Now, I will require
you to search, analyze, and interpret your own multimodal text.
I. Search on multimodal materials (images) that are socially relevant and compelling.
Copy this image and make sure to cite the source.
Images here (Label Image 1 and Image 2)
II. What type of multimodal Image 1 and Image 2 are? They should be any of the
following: (No duplication)
a. Infographics
b. Advertisements
c. Editorial cartoons
d. fund-raising (for-a-cause) posters
III. Carefully evaluate each of them and answer the following questions:
a. What is the message? (30-50 words)
.
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b. What is the purpose of the messages? (30-50 words)
c. How is the message conveyed by the text and/or image? (50-70 words)
77
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d. Who is the target audience of the message? Explain why. (30-50 words)
e. What is the effect of the message being conveyed in this manner to the receiver?
(50-70 words)
Activity 7 Rubric
Exploration and Your answers must demonstrate that you have

10
Argumentation reflected and analyzed on the multimodal texts.
Your answers must be inviting and should state the
goal or thesis. The answers must provide information
that is presented in a logical order and should
Organization 10
maintain the interest of your desired audience. Your
concluding statements must strongly state a personal
opinion.
Your answers must provide excellent reasons that
are stated with great support. It must also be evident
Reasons and Support 10
that a lot of thought and research was made in
relevance to your answers.
Sentence Structure, Your sentences must be well-constructed and have
Grammar, Mechanics, varied structure and length. There should be no 10
and Spelling errors in your grammar, mechanics, and/or spelling.
Total points 40
(Adapted from: www.readwriteandthink.org and https://courses.lumenlearning.com/ Retrieved:

April 24, 2020)
Activity 8. Based from the lesson on evaluating images and messages in multimodal
texts and the learning exercises that you have done, please feel free to
write your arguments or lessons learned below:
1.
2.
3.
4.
80
1.
2.
3.
4.
5.
Multimodal text Semiotic system Linguistic
Visual Audio Spatial
Gestural Infographic Advertisement
Editorial cartoon Posters (for-a-cause) Multimodality
83
In this section, presented are the indispensable terms relevant to
distinguish the advantages of sign languages in adopting the environment and
adapting with its people. To demonstrate, ULO-a will be operationally defined to
establish a common frame of reference as to how the texts work. You will
encounter these terms as we go through the study of sign languages. Please
refer to these definitions in case you will encounter difficulty in understanding
some concepts.
1. Definitions and Natures of Sign Languages

 A sign language is a language that utilizes signs made with the
face, hands, and other movements.
 A sign language is a way to communicate through hand gestures,
and symbols which are often used by deaf and mute.
 A Sign language is relayed through manual articulations which
include facial expressions, hand gestures, and body movements.
 A sign language is conveyed to have shared and/or common
84
understanding of a message.
85
 A sign language also involves encoding and decoding of messages
to the target participants.
 A sign language aids you to create connections with others from
different places with diverse beliefs, cultures, and customs.
 A sign language paves way for better understanding of other
people and the world.
 A sign language allows you to persuade, inform, and entertain the
people around you.
2. Flexibility of Human Language. Human language shows its

adaptability that when deafness leads to speech inactivity, it seeks
another way thru signs and symbols.
3. Sign Language Relativity. Sign languages are not universally

understandable across cultures. The signs and symbols may be offensive
while communicating with people who convey different language.
4. Advantages of Sign Language. A sign language offers varied

opportunities not only to parents and their hearing-impaired children but
also to others and their target audience paving way to adopt and adapt to
people and the world.
To perform the aforementioned big picture (unit learning outcomes)

intended for week six and seven (6-7), you must fully understand the following
essential knowledge which will be presented in the succeeding pages. Kindly
remember that you are not primarily chained to these resources. Hence, you
are expected to utilize other references such as books, journals, articles, and
other resources which are accessible in the university’s library e.g. ebrary,
1. “Communication between culture is facilitated by the

availability of a common language”
The said premise of Castigador (2019) is analogous with the
concept that there must be a common understanding through sounds
and symbols which people utilize for talking or writing
(COBUILD Advance English Dictionary, 2020). Living
in vast diversity, though, it’s possible to experience lang-
uage barrier during work, travel, or everyday life. Say for
instance, meeting people who speak a different lang-
uage can be challenging. How will individuals connect
in the absence of common language then? With a little patience and
creativity, still, it is possible to communicate despite language barriers
(Evans, 2014).
2. Rising above language barriers.

One way of rising above language difficulty is using a sign
language. As people move across borders, explore into opportunities, and
interact with others, common language becomes a need to thrive. For that
reason, the contribution of sign language is gaining momentum and
showing evidence that it is a necessity in today’s society (Berry, 2020).
3. The Birth of Sign Languages.

In retrospect, sign language is traced back before Christ, and
during Renaissance. Though varied theories arise as to why and how
these sign languages evolve, nobody can accurately determine regarding
its first origin (Larson & Hallen, 1998). Perlmutter (2013) added further that
in the second half of 20th century, several observed that there are
numerous thoughts which are differently expressed in signs which are
assumed as ungrammatical form of English. Afterward, sign languages are
utilized to substitute for speech.
In the words of Castigador (2018), a sign language is perhaps older
than spoken language which may comprise of hand gestures, shrugs,
facial expressions or coded manual signals strengthened through the use
of words reflected in alphabet.
4. Flexibility of Human Language vis-à-vis Sign Languages

Perlmutter (2013) conveyed that sign language as a language has
been discovered over the past half century. With that occurrence, it’s not
only about the discovery of sign language but also an exposition of
language itself. It magnifies that a human language is “more flexible that
had been imagined” because it exists either in auditory or visual aspect.
Undeniably
human language shows its adaptability that when deafness leads to speech
inactivity, human language looks for another way thru signs and symbols.
5. Sign Language and its Existence.

A sign language is a language that involves encoding as well as
decoding of messages through the use of hands, face, and other body
movements. Messages are conveyed through gestures, facial expressions,
and body movements. Sign language is done to achieve a shared and/or
common understanding of a message. It allows people to persuade,
inform, and entertain. Through sign language, a better understanding of
other people and the world happens because it creates connections with
others from different places with diverse beliefs, cultures, and customs.
6. Some Examples of Sign Languages.

Shown below are few examples of sign languages that exist in our
local setting and the world.
Italy
Sign of Inquiry
USA
“What is it?” or “What do you
Sign of approval
want?”
“To rock on” as adopted by
(It’s followed by a flick of the
rockers
wrist)
Italy, Brazil, Portugal & Spain
Democratic Republic of Congo
Sign of cheating
Sign of small amount
(It is telling someone that his
wife is a cheater) Egypt
THE HORN FINGERS
Sign of time
FINGER ALTOGETHER
(It’s a motion that you only have a
minute)
USA, Philippines
Sign of Peace Philippines, Japan & Singapore
“To rock on” as adopted by Sign of Rudeness
rockers -This sign is tantamount to
Australia, Ireland, UK, & NZ calling dogs.
Sign of Rudeness -It should not be used to let
(It signifies contempt/defiance someone come over to you.
THE “V” towards authority)
FINGER SUMMONING
SIGN
USA, UK & Philippines
Sign of OK
“Absolutely fine” “Everything is good” Ghana & Philippines
France & Belgium Sign of Money
Sign of Worthlessness (It indicates money is coming)
(It means zero or worthless)
Japan
Sign of Money
A- OK ITCHY
SIGN Mor PALMo
e f ©Google Images (2020)
---------------------------------------------------------------------------------------------------------------------
©Google Images (2020)

Eyebrows Eye Contact
If raised, this signals discomfort. If staring takes very long, it may
Voice indicate lying.
If the voice goes up and
down, this means interest.
Legs
If crossed, this signals resistance and Legs
low-receptivity. If expansive and authoritative
posture, it shows leadership.
Legs
If shaking, this signals a shaky
inner state.
©Google Images (2020)
---------------------------------------------------------------------------------------------------------------------
7. Sign Language Relativity
Although having similarities among languages, sign languages are
relative which means that these are not mutually understandable across cultures
(Larson & Hallen, 1998; Sandler & Lillo-Martin, 2006). Consequently, words may
have different meanings and the gestures may deem offensive while
communicating with others who speak a different language. Hence, “what works
in one culture doesn’t work in another”. When interacting with individuals who
speak different language; thus, people may tend to be self-conscious for not
understanding the words being used. In the process, the preferred gestures to
reinforce the conversation are not really intended to be offensive (The Newman
Group, Inc, 2020).
8. Advantages of Sign Language.
Learning the sign language can open varied opportunities not only to
parents and their hearing-impaired children but also to others and their
target audience. Indeed, sign language paves way for a better under-
standing of other people. It truly creates connection with others from
different places with diverse beliefs, cultures, and customs may happen.
Sign languages, therefore, leads us to adopt and adapt with people and
the world.
1. Acredolo, L. and Goodwin, S. (2017). 7 benefits of sign language. Retrieved

from https://www.health24.com/Medical/Hearing-management/Hearing-in- children/Many-benefits-of-
sign-language-20120721
2. Perlmutter, D. M. (2013). What is a sign language? Retrieved from https://

www.linguisticsociety.org/sites/default/files/Sign_Language.pdf
3. Shiel, WC. (2020). Medical definition of sign languages. Retrieved from

https://www.medicinenet.com/script/main/art.asp?articlekey=39158
Activity 1A: Sign Languages

Instructions: Insert pictures of sign languages practiced in the Philippines. Then,
indicate the meaning of each picture. Kindly refer to the rubric presented after the
activity templates.
Sign Languages in the Philippines Meaning
1)
2)
3)
4)
5)
Activity 1B: Sign Languages

Instructions: Insert pictures of sign languages practiced in the global setting. Then,
indicate the meaning of each picture. Kindly refer to the rubric presented on the next
page.
Sign Languages in the Global Setting Meaning

1)
2)
3)
4)
5)
Activity 1. Rubric
Main ideas must be clear and

Focus and
well- supported by accurate 10 points
Details
details and information.
Images must synchronize with the
Congruence 5 points
details or information provided.
Mechanics Sentences must be well

(grammar, constructed. Errors in grammar,
10 points
punctuation, mechanics, and/or spelling are
and avoided.
spelling)
(Adapted from www.readwritethink.org. Retrieved: April 24, 2020)
Learning the sign language can open opportunities to effective ideas on how to
adopt and adapt to people and its environment (Lera, 2020). Distinguish the advantages
of sign languages in the society and the world, in general. Please refer to the rubric
found on the succeeding page.
_
_
_
_
_
_
_
_
_
__ .
Writing Rubric

Main ideas are well-supported by details
Focus and Details 5 points
and accurate information.
The introduction is inviting. It states the
main topic, and provides an overview of
Organization the paper. Then, information is relevant 5 points
and presented in a logical order. Lastly,
conclusion is convincing.
The author’s purpose of writing is very
clear that catches attention of the
Voice 5 points
readers. The writer’s extensive
knowledge with the topic is/are evident.
The word choice and placement seem
Word Choice 5 points
accurate and natural (not forced).
Sentences are well constructed which
have varied structure and length. Errors
Mechanics 5 points
in grammar, mechanics, and/or spelling
are avoided.

1.
2.
3.
4.
5.
Communication Human Language Sign Language
Encoding Shared Understanding Decoding
Gestures Facial Expressions Body Movement

In this section, presented are the essential terms relevant to differentiate
diverse communication strategies in transmitting and absorbing information
through stimulating and meaning manner. To demonstrate, ULO-b will be
operationally defined to establish a common frame of reference as to how the
texts work. You will encounter these terms as we go through the study of sign
languages. Please refer to these definitions in case you will encounter difficulty in
1. Definitions and Natures of Communication Strategies

 Communication strategies refer to the techniques on conveying a
message.
 Communication Strategies pertain to the methods which
smoothens the sending and receiving of message.
 Communication Strategies allow a free flow information where
better understanding happens.
 Communication strategies are employed in order to assist the
speaker in sending his messages and to aid the receivers in
processing the information easily.
 Communication strategies resemble a fact-filled and fun-laced
presentation of data.
2. Audio-visual Aids are learning devices which assist in clarifying,

establishing, corelating, coordinating, interpreting, and appreciating
concepts. These may include illustrations, pictures, charts, graphs, and
film clips may be utilized.
3. PowerPoint Presentation is a technological device which has been

widely used to relay messages through slides, bullets, tables, images,
illustrations, links, and videos.
4. Web-based Applications comprise any program which is retrieved
through a network connection using HTTP. Through this connection,
one may access light applications such as flash games, online
calculators, calendars, and others.
To perform the aforementioned big picture (unit learning outcomes)

intended for week six and seven (6-7), you must fully understand the following
essential knowledge which will be presented in the succeeding pages. Kindly
remember that you are not primarily chained to these resources. Hence, you
are expected to utilize other references such as books, journals, articles, and
other resources which are accessible in the university’s library e.g. ebrary,
Audio-Visual Aids
What do you prefer more in learning? Is it through in-person teaching?
How about seeing texts, images, and videos? What do these instructional
methods appeal to you? Definitely, learners may differ from learning styles due to
individual preferences. Everybody has choices on how to take, process, and
impart information. Some may have the likelihood to grasp info when these are
presented orally whereas others may learn better when information is presented
through images (Smith, 2019).
Activating Audio and Visual Senses

Audio visual aids are considered as instructional ma-
terials which help learners to understand the topic easily.
Through hearing (audio) and seeing (visual), knowledge is
made clear with the help of these senses. Audio aids are
devices which can be heard only.
Image © www.google.com
95
Meanwhile, visual aids are materials which help to envision
the meaning. With these concepts, audio-visual aids transform a
learning environment as meaningful as possible through hearing
and seeing. Therefore, any material which can be utilized to create
learning encounter more realistic and engaging can be considered
audio visual material (Instructional Technology 3, 2011).
Similarly, audio-visual aids are learning devices which assist

in clarifying, establishing, corelating, coordinating, interpreting, and
appreciating concepts. In doing so, illustrations, pictures, charts,
graphs, and film clips may be utilized. Few examples of these audio-
visual aids are power point presentations, web- based applications,
blogging, vlogging, and multi-modal texts. Eventually, these learning
materials enable the learner to absorb the information in a more
interesting, inspirational, and meaningful manner.
PowerPoint Presentation
Most individuals are familiar with PowerPoint presentations. Be it in education or
career, this technological device has been widely used to relay messages through
slides, bullets, tables, images, illustrations, links, and videos. Through these, learning
sessions, board-level presentations, business meetings, or any occurrence may
transform into fact- filled and fun-laced encounter.
Considering the advantages which PowerPoint offers, people in the academe,
business and industry are encouraged to delve into the utilization of this technological
advancement. Through this, cost-effective and captivating
presentations pave way for an engaging content for
learners, customers, and investors alike (New Horizons,
2015).
In the lens of Castigador (2019), the following are
helpful tips in preparing a PowerPoint presentation:
96
Images © www.google.com
97
1. Time and Venue.
The time and venue of presentation must be taken
into consideration. These concerns also include the
lighting which will positively or negatively affect the
presentation. Whenever in an open area, LCD/ LED
projector is not appropriate. In that case, chart or other
visual aids may do.
2. Audience.
The demographic profile of the audience is also a
factor to consider. This may comprise the number,
profile, age, norms, and culture. Likewise, using the
crowd’s common language suggests an advantage to
gain attention.
3. Preferences.
The listeners’ likes and dislikes, too, must be looked
into. Aside from that, it must be noted that anything
offensive to the listeners must be avoided. As to the
young audience, they may prefer colorful and cartoon-like
materials unlike adult listeners.
4. Purpose.
The presentation must be guided by a clear purpose.
The planning and preparation should be aligned in this
purpose along with the audience, location, and time of
the presentation. In doing so, drafting is the first step to
warrant appropriate sequencing of ideas. After drafting by
means of sketching the framework, one can start working
on the PowerPoint presentation.
5. Insertions.
These refers to the pictures, graphics, videos, graphs,
tables, and charts to be inserted in the PowerPoint slides.
It must be ensured that these insertions are relevant and
interesting which get the attention of the listeners.
6. Texts.
The size and font of the texts must be visible enough
that even the last person occupying the venue can see.
Depending on the number of listeners, the texts must be
suitable or readable.
7. Design.
The design of the PowerPoint presentation must help
the viewers understand important concepts or details.
The number of bullets must be limited to five to seven
lines. Anchored on the 555 principles, there must be five
lines per frame, five words per line, and five frames of
text. In that case, crowded and heavy slides are avoided.
In the same context, sentences or paragraphs are not
encouraged. Similarly, important details must be
summarized so that phrases in bullet points and compact
details are presented in each slide.
8. Rehearsal. It is advised that a rehearsal be

demonstrated. It is to ensure familiarity of the
presentation details. Consequently, coordination of the
presentation and equipment works alongside mastery
and self-confidence. Likewise, rehearsals help to improve
the audio-visual devices because glitches may be
detected early. Also, rehearsals help the presenters
visualize the impact of presentation, thus, giving them the
idea whether to retain or reconfigure some parts of the
Images ©
presentation.
www.google.com
9
.
10. Scrutiny. It is recommended to check the equipment and

venue before the presentation. It comprises the position,
outlet, and the manner of presentation. Addressing these
concerns make the presentation smooth for the presenter
and convenient for the listeners.
Visual thrills, collaboration tools, easy access, and effective relay of information
are indeed some of the advantages which a PowerPoint has to offer. With these,
speaking anxieties may be lessened because the presentation can divert the listeners’
attention from the speaker towards the screen (Bell, 2020).
Web-based Application Images © www.google.com

In the advent of technology, how do we suppose to
respond? Do we prefer to be left behind or step forward?
Web-based applications are proliferating nowadays which
are deemed useful in terms of communication strategies.
What does it mean? What is it really about? A web-based
application, also known as web app, refers to any
program which is retrieved over a network connection
using HTTP.
Some confusions are arising about application terms
such as web-based, internet-based, and cloud-based. Web-
based applications comprise all the applications that connect
with the user via HTTP. As clarification, this technological tool
consists of light applications such flash games, online
calculators, calendars, and others.
Besides, major applications such as word processors and
spreadsheet applications are also the coverage of web-based
applications. All of these exist inside a web browser; yet, these
may be client-based where parts of the program are downloaded
to a user’s desktop. Then, processing is done over the internet
on an external server (Techopedia, 2017).
Specifically, what can web-based applications do? Well,
these web-based applications are valuable tool in many fields
such as education, business industry, and other organizations
because these are capable of assisting in different forms.
These may include tracking performance records, managing
passenger/cargo transportation, working with payroll/salaries,
monitoring financial procedures, controlling employees’ work-
flow, allowing booking accommodations, processing online pay-
ments, and so on. These complex tasks can be accomplished
through programming languages and multiple technologies via
a server.
Likewise, a web-based application will run on the client
computer’s browser no matter what operating system is installed.
This makes web-based apps a universal cross-platform solution
available today. In a nutshell, web-based applications are unique
and updated which can provide any institution or organization with
varied multifunctional on-line tools capable of solving complexities.
Astoundingly, we may not be aware that majority of us are using or
patronizing web-based applications in our daily lives (Lvivity, 2020).
1. Cartwright, J. (2020). 14 PowerPoint presentation tips to make creative

slideshows. Retrieved from https://blog.hubspot.com/marketing/easy- powerpoint-design-
tricks-ht
2. Johns, A. (2020). What are the communication strategies? Definitions, types &
examples. Retrieved from https://study.com/academy/lesson/what-are-
communication-strategies-definition-types-examples.html
3. Techopedia. (2017). Web-based application. Retrieved from

https://www.techopedia.com/definition/26002/web-based-application
4. Shafique, K. (2016). Audio-visual aids. Retrieved from https://www.

slideshare.net/KhawajaShafique/audio-visual-aids-70499929
Activity 2: Audio-visual Aids

Instructions: Rate each of the PowerPoint presentation slides in the succeeding
pages. Use the rating scale provided and justify your assessment. Your output will be
rated based on the rubric presented after the presentation slide.
PowerPoint Slide Assessment Rating Scale
Numerical Qualitative Verbal Description

Rating Equivalent
5 Excellent The visual aid is clear, colorful, and interesting.
4 Very Good The visual aid is very satisfactorily clear, colorful, and
interesting
3 Good The visual aid is satisfactorily clear, colorful, and
interesting.
2 Fair The visual aid is fairly clear, colorful, and interesting.
1 Poor The visual aid needs improvement in clarity, color, and
quality to stimulate the viewer/s.
(Adapted from Castigador, 2020)

PowerPoint Slide Assessment
Task
(1)
Rating:
Justification: _
_
_
_
_
_
(2)
Rating: _
Justification: _
_
_
_
_
_
(3)
Rating:
Justification: _
_
_
_
_
_
(4)
Rating: _
Reason: _ _
_
_
_
_
_
_
(5)
Rating:
Justification: _
_
_
_
_
___
_
(6)
Rating:
Justification: _
_
_
_
_
_
(7
)
Rating: _
Justification: _
_
_
_
_
_
_
(8)
Rating:
Justification: _
_
_
_
_
_
_
(9)
Rating:
Justification: _
_
_
_
_
_
(10
)
Rating:
Justification: _
_
_
_
_
_
_
Rubric for Student’s Output
Justification must be clear and

Focus and
are well-supported by details 10 points
Details

10 points
and avoided.
spelling)
Communication strategies are employed in order to assist the speaker in sending

his messages and to aid the receivers in processing the information easily. Elaborate
the significant role of communication strategies in your learning experiences.
1.
105
Audio-visual materials enable the students to absorb the information in a more
interesting, inspirational, and meaningful manner (Instructional Technology 3, 2011). In
that connection, cite at least one specific instance wherein you’re able to absorb more
relevant information through audio-visual materials.
2.
Web-based applications are unique and updated which can provide varied
multifunctional online tools capable of solving different complexities (Lvivity, 2020).
Share your personal experience/s as to the role of web-applications in your daily life.
3.
_
The introduction is inviting. It states
the main topic, and provides an
overview of the paper. Then,
5 points
Organization information is relevant and presented
in a logical order. Lastly, conclusion
is
convincing.
The author’s purpose of writing is
very clear that catches attention of
Voice the readers. The writer’s extensive 5 points
knowledge and/or experience with
the
topic is/are evident.
The word choice and placement
Word Choice seem accurate and natural (not 5 points
forced).
Sentences are well constructed
which have varied structure and
Mechanics 5 points
length. Errors in grammar,
mechanics, and/or
spelling are avoided.
1.
2.
3.
107
4.
5.
Communication
Communication Technological Device
Strategies
Web-based
Audio-visual Aids PowerPoint Presentations
Applications
108
In this section, presented are the essential terms relevant to provide
illustrations pertaining to communication strategies aided by technology. To
demonstrate, ULO-c will be operationally defined to establish a common frame of
reference as to how the texts work. You will encounter these terms as we go
through the study of sign languages. Please refer to these definitions in case you
will encounter difficulty in understanding some concepts.
1. The Reverberation of Communication Strategies

 Communication strategies refer to the techniques on conveying a
message.
 Communication Strategies pertain to the methods which
smoothens the sending and receiving of message.
 Communication Strategies allow a free flow information where
better understanding happens.
 Communication strategies are employed in order to assist the
speaker in sending his messages and to aid the receivers in
processing the information easily.
 Communication strategies resemble a fact-filled and fun-laced
presentation of data.
2. Communication Strategies Intertwined with Technological Aids

Communication strategies are often associated with technological
devices as essential part in achieving favorable teaching-learning
exposures. Through the use of technology, completion work and relaying
of information are achieved efficiently. Thus, communication strategies
through technological devices lead learning to a new level of experience.
3. Blog is more of a personal diary that people share online. This online
journal lets an individual talk about daily life or share things to the tar-
get readers.
4. Multi-modal Texts involve the complex interweaving of word, image,

gesture, movement, sound, and speech. If these mentioned are com-
bined in different ways and presented through a range of media,
multimodality is utilized (Bearne & Wolstencroft, 2007).
Blog
Have you heard about blogs? How to do
blogging? Who are capable then to become a
blogger?
Traced back in 1994, a blog is a clipped word of weblog.
It has been said that a blog was more of a personal diary that
people shared online. In this online journal, one could talk about
daily life or share things which are done.
Subsequently, people saw an opportunity to communicate

any information in a new way. Eventually, the interesting world of
blogging arises. Blogging then is presenting information through
an online journal in the reverse chronological order with the latest
posts appearing first. It is a platform where a writer or blogger
imparts his views on an individual subject (Skraba, 2019).
What is actually the purpose of blog? Accordingly,

there are many reasons to start a blog which includes
personal and business reasons. As mentioned, blogging for
personal reason entails sharing own experiences to the
readers. To relay information, inspiration, entertainment, or
persuasion may be the motivation.
Meanwhile, blogging for business that might bring
money has a very straightforward purpose. It is considered as
one way of keeping the buyers to patronize the products and
services.
Eventually, business enterprisers are searchable and

competitive whenever the curiosity and attention of the con-
sumers are caught through blogs. The more recurrent and
relevant your blog posts are, the higher the possibilities for
your website to get discovered and visited by the target
audience.
Castigador (2019) offered a summary on how to set-up a blog

which is reflected below:
1. Purchase your blog hosting. It is where the writer
installs WordPress and host the recurrence of blog’s files,
articles, and images.
2. Install word press from your new panel. WordPress must
be installed with just few clicks from inside the host’s control
panel.
3. Choose a free theme for your blog. The theme which
includes the colors, branding, and goals of the blog must
be chosen strategically. It is installed then to the new
Word- Press blog’s dashboard.
4. Publish your first post. After going through the previous
steps, the writer may start to create blog posts that may as-
sist people, attract readers, get email/subscribers, and
more.
Blogs and blogging, therefore, are effective tool which allow the blogger to
showcase authority and build a brand. Creating relevant and engaging blogs establish
trust with the audience leading to authority or credibility (Knapp, 2019).
Multi-modal Texts: Refresher Inputs vis-à-vis Previous Insights

What do you observe when you read newspapers, magazines, leaflets or
pamphlets? What else do you see aside from words?
Surely, you also see images, charts, diagrams or drawings. How about the font
sizes and shapes? Yes, the print is designed in varied sizes and shapes. Let’s talk
about something as handy as your mobile phones, what catches your attention?
Certainly, mobile phones transmit not only words and images but also sound and
speech.
All those mentioned are within the range of multimodality which involves the
complex interweaving of word, image, gesture, movement, sound, and speech. If these
mentioned are combined in different ways and presented through a range of media,
multimodality then is utilized (Bearne & Wolstencroft, 2007).
Additionally, a text is categorized as multimodal if and when there are two or

more semiotic systems involved. These are applied to create meaning as relayed in the
print, physical, or digital delivery. These semiotic systems or communication modes are:
Linguistic. It contains vocabulary, structure, and

grammar of oral/written language;
Images ©
112
Visual. It comprises color, vectors and viewpoint in

still and moving images;
Audio. It encompasses volume, pitch and rhythm of

music and sound effects;
Gestural. It involves movement, facial expression and

body language; and
Spatial. It refers to proximity, direction, position of

layout, and organization of objects in space (Hughes
& Pike, 2010).
In the words of Castigador (2019), the attraction of multimodal text lies in the fact
that people may apply one or more modes which can be complimentary. Consequently,
it allows easier understanding of a given topic. The following then are enumerated as
advantages of multi-modal texts:
 Multi-modal texts cater human senses which include sight, hearing, touch, smell,
and even taste which are considered effective tools in communication.
 Persons using multi-modal texts may transfer messages through communication
mode/s which they are comfortable and confident of using.
 The semiotic system or communication modes are clear that permit easy
understanding of the subject.
 Easy understanding of the topic through multi-modal texts leads to smooth flow
of communication.
113
 Multi-modal texts provide maximum stimulus whereby the target recipients are
drawn to engage with.
 Communication process is aided by the multi-modal texts thereby accelerating
understanding vis-à-vis shorter attention span of people nowadays.
Poster Comics
Leaflet
Social Presentation Slide

Media Images ©
www.google.com
Blog Vlog
With the given information, multi-modal texts can be
very beneficial for the teachers and the students, employers
and employee, sellers and customers or producers and con-
sumers.
In the field of academe, teachers can make learning

environment updated and innovative through the use of inter-
net which is interesting to the students. With that, the learners
are provided with a wide range of multi-modal texts since the
communication modes are not limited to printed technology.
Moreover, students may work on the written output via

blogging which is more interactive than writing on a piece of
paper. Amazingly, students who need assistance in class may
access free tutorials through videos and other online resources.
Since learning takes place in varied forms, multi-modal texts are
indeed, beneficial by addressing lack of attention thereby
refining students’ engagement in their own learning (Weebly,
2020).
Activity 3A. Name that Text: What is that?!

Instruction: Identify the type of multi-modal texts which are provided below.
1.
2.
3. 4.
5.
6.
7.
116
8.
117
Activity 3B. Multi-modality Preference
Instruction: Paste one example of multi-modal text then share its usefulness to
your daily activities. You will be rated based on the rubric provided below.

Focus
are well-supported by accurate 10 points
and
Details
Images must synchronize with
Congruence the details or information 5 points
provided.
(grammar, constructed. Errors in
10 points
punctuation, grammar, mechanics, and/or
and spelling are avoided.
spelling)
Multi-modal Text Usefulness

(Pls. paste)
117
Learning takes place in varied forms. These multi-modal texts are truly beneficial
in addressing lack of attention thereby improving students’ learning engagement in their
own learning (Weebly, 2020). Mention other contributions of multi-modal texts to the
society.
Type of Social
Multimodal Text Contribution
(1) (1)
(2) (2)

Focus and
are well-supported by 10 points
Details
accurate

10 points
and avoided.
spelling)
1.
2.
3.
4.
5.
Communication Technological
Blog
Strategies Devices
Linguistic Multi-modal Texts Visual
Gestural Audio Spatial

distinguish the comparison and contrast the different speech types. To
demonstrate, ULO-d will be operationally defined to establish a common frame of
reference as to how the texts work. You will encounter these terms as we go
1. Definitions and Natures of Speech

 A speech is what is spoken or expressed in conversation or written
words (The Free Dictionary, 2020).
 A speech is defined as a formal talk given to an audience on
particular occasions or events (Cambridge Dictionary, 2020).
 A speech is the delivery of formal address or discourse to an
audience (Oxford Dictionary, 2020).
 A speech is described as the power of expressing or
communicating thoughts through speaking (Merriam-Webster
Dictionary, 2020).
 A speech is a powerful medium of addressing issues and problems
in a peaceful manner making it an effective way of communication
(Social Mettle, 2020).
2. Read Speech
It is a practice of reading a manuscript or written speech. As the
speaker delivers his talk, he refers to a printed document, a projector,
or a teleprompter (Social Mettle, 2020).
3. Memorized Speech
It is a talk that entails memorizing a manuscript. Similarly, it is a speech
recited rather than read from cue cards or prewritten texts (Castigador,
2019).
4. Impromptu Speech
It is given on the spot allowing a speaker to deliver a talk with little or
no time to prepare (Castigador, 2019) where there are no notes,
planning, or practice before and during the talk (Lumen, 2020;
Study.com, 2020).
5. Extemporaneous Speech
It is delivered using prepared structure such as notes or an outline
which enable the speaker to organize his speech (Castigador, 2019)
and to determine where to proceed next (Study.com, 2020).
Speech Defined
In the accounts of Cambridge Dictionary (2020) and Collins

English Dictionary (2020), a speech is defined as a formal talk
given to an audience on particular occasions or events.
Similarly, speech is described as the power of expressing or
Dictionary, 2020). As Social Mettle (2020) concurred, speech is a
powerful medium of addressing issues and problems in a peaceful
manner. Because of that, speech becomes an effective way of
Image © communication.
www.google.com
Types of Speeches
1. Read Speech
It is also called manuscript speech which is the practice of reading a prewritten
speech word by word to an audience. Likewise, read speech is done when a prepared
manuscript is read literally. As the speakers deliver their talk, they refer
to a printed document, a projector, or a teleprompter (Social Mettle, 2019).
Castigador (2019) concurred that a read speech is a practice of reading
from a written speech. It was added that it has become common because
people are preoccupied nowadays. Yet, it was noted that this hinders a
conversational delivery due to less eye-to-eye contact with the listeners.
Pres. Duterte delivering a state of a businessman talking about

the his business agenda
nation address
an anti-terrorism advocate speaking

a best man reading his speech in a legislative assembly
in a wedding reception
Photos © www.google.com
More
a chairperson speaking the pope reading a religious

about updates in a proclamation
meeting
a husband delivering a eulogy for his
deceased wife
a presenter talking about social

relevance in a general
assembly
Photos © www.google.com
---------------------------------------------------------------------------------------------------------------------
2. Memorized Speech
As Castigador (2019) defined, memorized speech is a formal talk that entails
memorizing a manuscript. Similarly, it is a speech that is recited from a memory rather
than read from cue cards or prewritten texts. Lumen (2020) accentuated that there is
nothing wrong with memorized speech. There are several precautions, however, that
may arise in the actual delivery. Here, a speaker may forget what he planned to talk
which may appear that he is unprepared. More often than not, the delivery becomes too
rapid to understand which vanishes spontaneity. Also, a speaker tends to concentrate
on the
123
words to deliver not the ideas. Due to these occurrences, there
is minimal feedback or contact with the listeners. Anchored on the
foregoing viewpoints, memorized speech is not highly advised
since it leads to robotic tone. Most likely, the entire talk may be
affected if an audience interrupts or if untoward situation arises.
Eventually,
memorizing a speech gives much pressure on the speaker. In cases
that someone really opts this delivery mode, the speech should be
short so voice inflection or variation is applied (Reference.com, 2020).
Images ©
a training officer talking a chief official delivering his speech on

about his company societal issues
an employee speaking from memory about business proposal

124
a facilitator giving
details of their
training
rationale
125
3. Impromptu Speech
This speech allows a speaker to deliver his talk with little or no time
to prepare (Castigador, 2019). While this may seem scary, this impromptu
presentation is the most common type of public speaking. Being randomly
asked in a class or meeting where you don’t have notes, no planning, or
practice are situations considered as impromptu speaking (Lumen, 2020;
Study.com, 2020).
In the same context, impromptu speech is a talk which is given on the spot
without preparation. Khoury (2020) reminded that it is not how we handle ourselves
when we’re prepared that reveals our leadership or capability. Rather, it is in times
when we are least prepared that makes a bigger impact on one’s personal brand.
Images ©
filling in for a late presenter responding in a job interview
saying farewell to a departing colleague leading a toast in a company party

125
4. Extemporaneous Speech
It is delivered with some prepared structure such as notes or an outline. These notes or outline enable the speaker
thinking and speaking, Khoury (2020) quipped that extemporaneous
speaking is sometimes called impromptu speaking which is an improvised type of

delivery. It is stressed that extemporaneous speaking can be one of the toughest types
of speaking; yet, it can also be the funniest and most rewarding to one’s career and
confidence.
While impromptu speaking is tricky because finding the appropriate words
without notice is delicate, extemporaneous speech is considered as a perfect balance.
Study.com (2020) agreed that extemporaneous speaking allows the use of notes during
the talk. Using the notes, cues or prompts, a speaker is guided from point to point while
using his own words as he speaks. Thus, a speaker is directed as to where to proceed
next. As stated, what makes extemporaneous different from impromptu speaking is
the loose
guideline which is provided.
Images ©
a speaker raising her views about discipline an employee sharing her insights during meeting
a student discussing her realizations about something an applicant speaking about the compa1n26y’s
1. Creative Commons (2012). Four methods of delivery. Retrieved from
https://2012 books.lardbucket.org/books/public-speaking-practice-and-ethics/s17-01- four-
methods-of-delivery.html
2. Lumen Learning (2020). Four types of speeches. Retrieved from https://courses.

lumenlea https://courses.lumenlearning.com/atd-fscjpublicspeaking/ chapter/four-types-of-
speeches/
3. McKenzie, I.S. (2014). 4 Basic types of speeches. Retrieved from https://www.

ismckenzie.com/4-basic-types-of-speeches/
Activity 1A: Post it. Share it.

Instructions: Choose at least two photos illustrating the delivery of read speech.
Choose Paste in the template below and provide a description for each picture. Kindly
refer to the rubric provided after the templates.
Images Description
(1) (1)
ead
Speech
(2) (2)
127
Activity 1B & 1C: Post it. Share it.
Instructions: Choose at least two photos illustrating the delivery of memorized speech
and impromptu speech. Paste in the template below and provide a description for
each picture. Kindly refer to the rubric provided after the templates.
Images Description
(1) (1)
Memorized
Speech
(2) (2)
Images Description
(1) (1)
Impromp
tu
(2) (2)
Speech
128
Activity 1D: Post it. Share it.
Instructions: Choose at least two photos illustrating the delivery of extemporaneous
speech. Choose Paste in the template below and provide a description for each picture.
Kindly refer to the rubric provided after the templates.
Images Description
(1)
(1)
Extemporane
ous
(2)
Speech (2)
Activity 1. Rubric

Focus and
are well-supported by detailed 10 points
Details
Images must synchronize with
Congruence the details or information 5 points
provided.
Sentences must be well

constructed. Errors in grammar,
Mechanics 10 points
mechanics, and/or spelling are
avoided.
129
Speech is a powerful medium of addressing issues and concerns in a peaceful
manner. Because of that, speech becomes an effective way of communication (Social
Mettle, 2020). Share your experience wherein you engage in any type of speech
delivery. What is it all about? When did it happen? Did it help you as an individual?
Expound your responses. Please refer to the rubric found on the succeeding page.
_ _
_
_
_
_
_
_
_
_
_
_
.
130
1.
2.
3.
4.
5.
Communication Speech Read Speech
Extemporaneous
Memorized Speech Impromptu Speech
Speech
131
determine the different strategies in speech writing. To demonstrate, ULO-e will
be operationally defined to establish a common frame of reference as to how the
texts work. You will encounter these terms as we go through the study of sign
languages. Please refer to these definitions in case you will encounter difficulty in
1. Reverberation of the Definition and Natures of Speech

 A speech is what is spoken or expressed in conversation or written
words (The Free Dictionary, 2020).
 A speech is defined as a formal talk given to an audience on
particular occasions or events (Cambridge Dictionary, 2020).
 A speech is the delivery of formal address or discourse to an
audience (Oxford Dictionary, 2020).
 A speech is described as the power of expressing or
Dictionary, 2020).
 A speech is a powerful medium of addressing issues and problems
in a peaceful manner making it an effective way of communication
(Social Mettle, 2020).
2. Public Speaking
 Public speaking is presenting a discourse which is delivered live
before an audience. It is driven by different purposes such as to
educate, to entertain, or to influence an audience (Spencer, 2018).
 Public Speaking is conveying of information before a large
audience. This information is purposeful and meant to inform,
influence or entertain the said audience (Kadian-Baumeyer &
Wilkerson, 2020).
2. The Writing Stage
This is the first stage of public speaking. Here, there two important goals
which are as follows: to leave a good impression and stress to the
audience at least two or three important points; and to adopt some
keys/strategies in a writing a speech (Castigador, 2019).
3. The Preparatory Stage

This is the second stage of public speaking where a substantial part of
self- confidence is anchored. Preparation is done to anticipate and to
manage possible problems rather than being caught off guard (Spiers,
2017; Castigador, 2019).
4. The Delivery Stage

This is the last stage of public speaking where a speaker communicates
his discourse purposefully before an audience. The purpose may be to
educate, to entertain, or to influence the listeners (Spencer, 2018).
Public Speaking
Spencer (2018) defined public speaking as a presentation

which is delivered live before an audience. In terms of coverage,
public speeches encompass varied topics. These speeches are
driven by different purposes such as to educate, to entertain, or
to influence an audience. In doing so, visual aids like electronic
slideshow are utilized to enhance the speech delivery making it
motivating to the audience.
Contrastingly, public speaking is far from online speaking
delivery because the former is done with specific time and place
having an audience while the latter is viewed and/or listened at
the viewer’s convenience. Also, online delivery usually involves
slideshows or pre-recorded videos of a speaker including
recordings of a live public speaking presentation. The said
author accentuated further that public speaking is relevant in
business, education, and the public arena.
Since public speaking is delivered before a live listen-
ers, there are several factors that a speaker needs to
consider (Spencer, 2018). As Castigador (2020) said, there
will always be a situation where we will be requested to
deliver a speech no matter who and where we are. The
following are useful tips as we refresh and/or prepare for a
speaking engagement: Images © www.google.com
The Three Stages in Public Speaking:
Anchored on Castigador (2019), the following are the three phases in delivering a speech:
1. The Writing Stage
The Writing Stage

In this stage, there two important goals which are as follows: to leave a good
impression and stress to the audience at least two or three important points; and to
adopt some keys/strategies in a writing a speech.
Ten Strategies in Writing a Speech

1. Make a memorable Speech.
The theme must be condensed in 15- 20 word line and build the
speech around that line. It must be ensured then that the message
is striking which will capture the interest of the audience.
Additionally, figurative languages may be used in the most ideal
part of the talk which is preferably near the end.
Image © www.google.com
2. Observe a structure in your speech.
The structure of the speech must have a clear direction
and a destination. The audience must know where the speech
is heading and the rationale for that direction. Thus, it would be
wise to present a short outline of your speech at the beginning.
In writing and revising the speech, ensure that the speech
follows a structure.
* Make the speech simple.
Tips: * Delete anything that is not clear or confusing.
* Remove the parts which invalidates the main message.
3. Exploit the opening of your speech.

If the audience’ attention is caught right from the start,
the rest of the talk will follow its natural course. So, opening
part is crucial. It is advised that the listeners engage during
the beginning by participating or responding to the opening
statement. Speakers are reminded to keep the opening
short so the listeners won’t lose their interest to listen. Few
techniques on how to begin are the following: reliable statistics,
relevant quotation, humorous story, intriguing question, and/or
striking statement.
4. Begin with the right tone.

The speaker must be aware of some basic details
about the presentation. Basic questions include: Who are
the listeners? What is their reason for attending? What do
they want to hear?
Determine your purpose. Is it to educate, to inform,
to motivate, to entertain, or to challenge? Then, make sure
that the expectations of the listeners are met. Next, review
the main points if these suit the theme or the occasion.
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Answer the following questions: Will my speech inspire
and develop the best in my audience? If the setting is
professional, make your speech upbeat and inspiring.
If the listeners leave the venue with a smile and a greater
sense of hope and purpose, the speech is successful.
5. Be convinced with your message.
The Speakers must be the first persons who believe
in their material. They are comparable to marketing
experts who are encouraging their listeners to buy their
product or points.
6. Emphasize important points.
The key words, phrases, and themes must be
stressed. Also, the opportunities to tie up and reinforce
the important points must be observed. These important
points must be repeated to leave a lasting impression.
What will the audience remember a few months after
the speech? That should be the most important question
to be addressed.
7. Connect the important points of your speech by using

conjunctions.
Transitional devices must be used to link one

important point to another. Similarly, transition words
and phrases must be applied to connect ideas within
paragraphs or between paragraphs for ideas to flow
smoothly (Purdue Online Writing Lab, 2020). Moreover,
Reading Rockets (2020) believed that transition words
and phrases help in sequencing ideas, showing time,
presenting location, indicating ideas, and concluding the Images © www.google.com
paragraphs.
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8. Integrate some theatrics.
In this part, it is recommended that captivating
or intriguing styles are inserted instead of driving all
the points obviously. It is emphasized, however, that the
materials, storyline, and lessons are simple. Upon com-
pletion of the theatrics/ illustrations, the message must be
explained.
9. Observe the “KISS” rule.
KISS stands for Keep it short and simple. Gordin
(2012) reminded that the sentences should be relatively
short so that the speakers don’t need to pause for a breath
in the middle. Likewise, a speaker must not exaggerate the
speech material due to the listeners’ shorter attention span
nowadays. Due to the multi-faceted commitments of people,
a long talk makes the audience uneasy and disinterested.
10. Conclude your speech with a bang.
As highlighted, conclusion is what the listeners will
usually discuss when they leave the hall. To achieve an
effective conclusion, various ways are suggested: visual
aids, video clips, success story, relevant quotation,
Images
challenging question, or call to action. © www.google.com
1. Mind Tools (2020). Better public speaking: Becoming a confident, compelling

speaker. Retrieved https://www.mindtools.com/CommSkll/PublicSpeaking.htm
2. Spencer, L. (2018). What is public speaking and why is it important? Retrieved

https://business.tutsplus.com/tutorials/what-is-public-speaking--cms-31255
3. Kadian-Baumeyer, K. and Wilkerson, G. (2020). What is public speaking and why

do I need to do it? Retrieved from https://study.com/academy/lesson/what-is-
public- speaking-and-why-do-i-need-it.html
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Activity 2. Identify & Justify.
Instructions: Identify the strategy/ strategies used in the given speech excerpts.
Answers for each excerpt may reflect more than one strategy. Justify your answer/s.
Kindly refer to the rubric provided after the last excerpt.
Retrieved: Free Persuasive Speech (2020). April 27, 2020 @ https://www.best-speech-

topics.com/free- persuasive-speech.html
1. Stage & Strategy /Strategies:
Justification:
__ _
.
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2. Stage & Strategy/ Strategies:
Justification: __
Retrieved: Free Persuasive Speech (2020). April 27, 2020 @ https://www.best-speech-

topics.com/free- persuasive-speech.html
3.Stage & Strategy/ Strategies:
Justification: _
Kileste, F.L. (2020). Response on the interpretation of liberty in terms of values. In Philosophy of Values
Critique. Davao City: University of Immaculate Conception-Graduate School.
Justification:
_
.
Speech and Essay Samples (2020). Why everybody needs a healthy body? Retrieved April 27, 2020
@ https://www.myspeechclass.com/speech-samples.html
Justification:
Rubric for Activity 2

Justification must be clear and

Focus and
are well-supported by detailed 10 points
Details

10 points
and avoided.
spelling)
Writing a speech material is one way of disabling the build-up of worries in

connection to public speaking. Incorporating the different strategies in writing a
manuscript, a speaker may consider it as a factor to a powerful public speaking.
1. Recall an incident when somebody gave a memorable speech. What was it?
Were you able to learn from it? In what way? Elaborate.
1.
2.
3.
4.
5.
Communication Speech Public Speaking
The Writing Stage The Preparatory Stage The Delivery Stage

In this section, presented are the indispensable terms relevant to discover
public speaking techniques that attract attention or promote change. To
demonstrate, ULO-f will be operationally defined to establish a common frame of
reference as to how the texts work. You will still encounter these terms as we go
1. Public Speaking
 Public speaking is presenting a discourse which is delivered live
before an audience. It is driven by different purposes such as to
educate, to entertain, or to influence an audience (Spencer, 2018).
 Public Speaking is conveying of information before a large
audience. This information is purposeful and meant to inform,
influence or entertain the said audience (Kadian-Baumeyer &
Wilkerson, 2020).

This is the second stage of public speaking where a substantial part
of self-confidence is anchored. Preparation is done to anticipate and to
manage possible problems rather than being caught off guard (Spiers,
2017; Castigador, 2019).

This is the last stage of public speaking where a speaker
communicates his discourse purposefully before an audience. The
purpose may be to educate, to entertain, or to influence the listeners
(Spencer, 2018).
4. Public Speaking Techniques

These refers to the different strategies to effectively address an
audience. Through these, your ability to communicate to the listeners with clarity and
confidence is developed (CLEVERISM, 2020).
The Preparatory Stage
Adequate preparation, as Spiers (2017) expressed, is not

always amusing. Some are not excited to do it because it’s boring
and tiring. Yet, it is guaranteed that it’s the most valuable skills that
one can master to evade the build-up of anxieties as appointed time
approaches. Dealing with and managing problems are sometimes
unexpected making us unprepared. In the case of read speech and
memorized speech, it’s prudent to anticipate rather than being caught
off guard.
Castigador (2019) uttered that a considerable part of our self-
confidence as speakers will come from our preparation. Grounded on
the said view, the said author suggested the following pointers for pre-
paratory stage:
1. Learn from successful speakers.

It is recommended to study how remarkable speakers deliver
their great speeches. Their key messages, styles, techniques, and
forcefulness in presenting their ideas must be considered then.
2. Determine your goals.
It must be noted that speakers should know first the
rationale of the speech so that they can plan it based on that
basis. Then, a speaker should consider what the listeners
wants. Since a direct and face-to-face encounter is expected,
the speech must meet the desire of the audience which is to
have an informative, interesting, and amazing message.
3. Prepare your speech in advance.
A speaker must always remember to avoid over-confidence
in thinking that a preparation is not needed. This speaking en-
gagement must involve rehearsing the speech and the visual
aids beforehand. Likewise, getting a good sleep must be done.
Also, avoiding toxic alcohol before and during the presentation
must be practiced.
4. Organize your materials.

A speaker is reminded that parts of the speech must be
carefully presented. Time allotment for introduction and back-
ground must also be at par with the time intended for contents
and conclusions.
5. Organize your speech into manageable units.

This part is in connection with no. 4 referring to the
contents of a speech material. At least three important points
from the speech must be remembered by the audience.
6. Practice your speech until you become confident.

It is not “practice makes perfect” but “correct practice
makes perfect”. In that case, a speaker must do the rehearsal
which includes the speech material as well as the visual aids.
Eventually, this practice will pave way for mastery.
7. Study the venue of your presentation.

To avoid technical issues, several issues and
concerns must be checked such as electric outlets,
electric switch, projector screen, and the LCD/LED
projector.
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8. Anticipate possible adverse situations.
Untoward situations must be foreseen such as
corrupted files, lost notes, and the like. So, backup
plans must be prepared ahead like overhead projector
or basic handouts.
Visual Aids Preparation: Supplementary Ideas concerning

Previous Insights
Discussed in the previous coverage, audio-visual aids are part

of speech preparation. Several communication theories support
that the more senses we are able to activate, the more we will be
able to put across our message to the audience. With that, we will
be more effective speakers.
It is advisable to prepare the speech in a way that it can con-
nect with the sense of hearing, seeing, touching, smelling, and taste
(Castigador, 2019). This is deemed related to the previous claims of
Groeger (2012) articulating that our five senses collaborate closely
to enable the mind better understand its surroundings under special
circumstances.
The aforesaid communication theory is validated by theories
in holistic language learning which recommend the use of
supporting communication systems such as visual aids to make our
transfer of learning effective. Then, the use of support
communication systems must be maximized to make the speech
successful (Castigador, 2019).
In the study of Griffiths and Cansiz (2015), it is highlighted that
strategies must not be isolated but must be part of an overall picture
which gears toward learning characteristics, situation, learning tar-
get. Their study revealed that utilizing several strategies that suit-
Images ©
www.google.com
146
ed the target goals and situations indicate successful output. Visual
aids may be in the form of illustrations, pictures, charts, graphs, and
film clips. However, we cannot just pick any visual aid.
So, we are reminded to make the visual aids colorful, and
appealing in order to tickle and motivate the listeners’ interest. Con-
sequently, stimulating strategies and effective delivery await a
successful talk.
Image ©
www.google.com
The Delivery Stage

On the day of presentation, it is expected that a mixed feeling of excitement and
fear exists. Even then, we are reminded to conquer our fear because this fear of the
unknown is a natural feeling to all Speaker. This emotion becomes negative if we allow
it to overcome us. Fear, on the other hand, may turn into positive if we motivate
ourselves to be prepared for the speech.
As proposed, Castigador (2019) relayed some physical, psychological or even
mental exercise which can help us overcome our fear.
What to do before the speech? As a speaker, you could:
 go to a private place and do some stretching exercise for a few minutes;
 do some mental exercise by imagining that you’re in an open field and pretend to
shout out the fear mentally and intensely;
 prep up psychologically by reassuring yourself that you’re invited to speak and

you’re prepared to share something. So, there must be trust to the organizers
and to the audience;
 maintain a smiling and friendly stance with people around so that you can feel
that they are one of them; and
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 do some quick mental review of the speech outline and the significant points
which you are going to share immediately before you will be introduced.
Also, Castigador (2019) mentioned the following insights to gain more self-
confidence:
1. Make sure you arrive early to settle yourself.
To stabilize the emotion, a speaker is encouraged to visit the venue
beforehand. There, the equipment must be tested and the location must be
familiarized. Final but quick rehearsal must be done afterwards.
2. Use a powerful opening statement.

This is the application of our previous topic, The Writing Stage: Ten
Strategies in Writing a Speech, particularly on exploiting the opening of the
speech. It is stressed that if the listeners’ attention is caught from the start, the
rest of the talk will follow its natural course. So, the opening part must be
carefully executed by means of few techniques such as reliable statistics,
relevant quotation, humorous story, intriguing question, and/or striking statement.
Further, it is noted that effective speakers use words that appeal to the audience,
fit the occasion, and appropriate to the topic.
3. Deliver the speech with regular pacing.

A speaker is reminded not to rush. So, rehearsal is
really needed to know the possible outcome. A hint is given that if the pacing is
faster than a news reporter, it means that a speaker is too fast to be understood.
4. Use small notes as a guide.

Notes should be bullet points with not more than 3-4 words per point. In
that way, a speaker is guided in keeping on track. A reminder, however, says that
a speaker must avoid being too dependent to the point of reading these notes.
148
5. Approach the rostrum with enthusiasm.
A speaker must proceed to the rostrum with eagerness when called. Then,
s/he must wait for a few seconds for a “deafening” silence. After getting the
listeners’ attention, that’s the precise time to start presentation.
6. Show sincerity during the speech.

The audience could sense if the speaker is sincere or not. So, the speaker
must not show insincere gestures.
7. Start with the strongest point.

Start by citing/stressing points where you agree with your audience. Then,
carefully shift to the most decisive or daring points. In some instances, though,
the strongest point is presented at the onset of the speech.
8. Get to the point.

The speaker must be direct in connecting personally with the listeners by
building rapport. During the inquiry stage, let the audience ask questions then the
speaker must share his/her answers in relation to the topic. Answers must be
detailed so the audience will be satisfied. In cases that you can’t have the
answers immediately, relay that you’ll check your notes and other sources then
promise to follow up through e-mail.
9. Appeal to your audience’ emotions.

Tap into the feelings or emotions of the audience by using words that may
touch them. Few examples are about love, happiness, experiences and the like.
10. Maintain eye contact with the audience.

The audience expects eye contact to see the expressions of the speaker
when presenting important details, when seeking for approval, and when wind-
149
ing up the speech.
11. Keep your audience involved.
Presenting a road map of the speech may motivate the listeners. Letting
the audience get involved in the presentation keeps their focus through charts,
graphs, and anecdotes. At some point, the speaker may raise a question then
ask the audience to give a brief answer to the question.
12. Deliver as natural as possible.

Natural rapport with the listeners may be obtained through eye contact.
Speaking like having a normal conversation with the audience is recommended.
Also, trying to feel the listeners and be sensitive to their culture, beliefs, and
practices must be demonstrated.
13. Vary the tone of your voice.

Tone variations must be used to stress important points and to show
enthusiasm. The voice, volume, pitch, pace, pauses, variety, diction, and
pronunciation must be controlled. Likewise, the volume and intensity must be
increased to emphasize the important points. Through that, the important details
appear distinct from the rest of the speech.
14. Use gestures and non-verbal cues.

The meaning of important points is not only clarified but also emphasized
when gestures and non-verbal cues are utilized. These gestures, non- verbal
cues, and facial expressions are encouraged to be natural and spontaneous.
15. Avoid rushing the conclusions.

The speaker is reminded to present the main points thoroughly or program
the delivery. Too much time spent in the background and content must be
avoided so that the conclusion part won’t be disregarded.
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1. CLEVERISM (2020). Public speaking. Retrieved https://www.cleverism.com/skills- and-
tools/public-speaking/
2. Brian Tracy International (2020). 27 Useful tips to overcome your fear in public
speaking. Retrieved https://www.briantracy.com/blog/public-speaking/27-useful- tips-to-
overcome-your-fear-of-public-speaking/
3. Gleeson, B. (2017). 20 Tips for Mastering the Art of Public Speaking. Retrieved
from https://www.inc.com/brent-gleeson/20-tips-for-mastering-art-of-
public- speaking.html
Activity 3A. Watch & Learn.

Instructions: Watch at least two video clips of speech delivery. Paste the screen shots
on the template. Utilizing the rubric below, rate the performance. Then, write down your
observations. Output will be evaluated using the rubric shown after the template.
Rating:
Rating:
Insert
Insert
Screen shot/ photo here
Screen shot/ photo here
Observation Observation
Rubric for Activity 3

Activity 3B. Speech Delivery: A Pre-test Activity
Enhancing Capabilities, Enriching

Opportunities: Right Skills and Right
Speech in Public Speaking
SPEECH DELIVERY: A Pre-test Activity
Mechanics & Guidelines
1. Choose ONE topic from the following issues:

a. Online Learning f. Fake News
b. Social Distancing g. Mental Health
c. Health Preservation h. Cyber Bullying
d. Social Amelioration i. Climate Change
e. Community Quarantine j. Same-sex Marriage
2. Construct a SPEECH MATERIAL about your chosen topic with proper

OUTLINE (Introduction, Body, and Conclusion).
3. Make sure that your manuscript is ORIGINAL. Violation of this guideline means
ZERO in the final score.
4. Check if your speech material fits in a 2-MINUTE PRESENTATION. Do the

addition or deletion of contents, if necessary.
5. PERFORM a 2-minute PUBLIC SPEAKING in front of 5 or more listeners

(family, relatives, or friends).
6. REQUEST someone to take a video of your performance.
7. PowerPoint presentation, cue cards, and other multi-modal texts which

include images, infographics, charts, and statistics are HIGHLY
ENCOURAGED during your speech delivery.
8. Communication aids are ONLY supplement to boost impact on your

performance. Oral reading or read speech MUST BE AVOIDED during the
delivery.
9. ENGLISH LANGUAGE must be used in the delivery of information.
10. Vulgar or offensive languages are not advisable. The

showcase of this inappropriateness is STRICTLY PROHIBITED.
Deduction of points will be imposed based on professor’s discretion.
154
11. SUBMISSION of output will be made through UM official virtual learning
environment, the LMS Blackboard. In cases that submission is deemed
impossible, agreement between the professor and the student must be
done.
12. RATING SCALE presented below will be used in evaluating your

performance.
SPEECH WRITING
Organization The introduction is inviting. It also 10

states the main topic, and provides
direction.
Then, the body is relevant and presented
in a logical order. Lastly, the conclusion
is convincing.
Word Choice The word choice and placement are 5
deemed accurate and natural.
Mechanics Sentences are well constructed which have 10
(structure, varied structure and length. Errors in
grammar, grammar, mechanics, and/or spelling are
punctuation, avoided.
and spelling)
SPEECH DELIVERY
Communicatio Different communication aids are utilized 5

n Devices during the delivery of message.
Mastery and There is knowledge about the topic. 10
Delivery Variation of tones and application
of gestures are demonstrated.
Persuasion and/or The discourse appeal captures the interest 10
Conviction of the viewer/s.
TOTAL 50
Note: Post-test will be the 4th Exam
155
Public speaking can yield a number of benefits. Among these is its power to help
improve the personality of a person. Another is its impact on providing a new world of
opportunities. Aside from those mentioned, there are a lot more (Social Mettle, 2020).
With your knowledge in public speaking, what is the relevance of being conscious about
RIGHT SPEECH in the society and the world?
Right Speech means more than just correct speech.
It is abstaining from lying, divisive, and abusive
speech (O’Brien, 2019).
_
_
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_ _
_ _
_ _
_
_
_
__ _
_
_
_ _
_
_
_
__
_______
_ ________
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1.
2.
3.
4.
5.
156
2nd Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134
Communication Speech Public Speaking
Public Speaking
The Preparatory Stage The Delivery Stage
Techniques
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Week 7-9: Unit Learning Outcomes (ULO):

At the end of the unit, you are expected to
a. Describe research and its characteristics;
b. List possible research topics; and
c. Be guided by the different steps in writing a research paper.
Big Picture in Focus

ULO-a. Describe research and its characteristics.
Metalanguage
communication and to demonstrate, ULO-a will be operationally defined to establish a
as we go through the study of the nature of communication. Please refer to these
definitions in case you will encounter difficulty in understanding some concepts.
1. Meaning and definitions of research. A research paper is a formal

composition based on an investigation of detailed information and other
writer’s ideas about a topic rather than solely on your attitudes and
experiences.
2. Characteristics of a good research. This is a series of characteristics and
qualities that quality a research to be a good one.
Essential Knowledge
weeks of the course, you need to fully understand the following essential knowledge that
will be laid down in the succeeding pages. Please note that you are not limited to refer to
these resources exclusively. Thus, you are expected to utilize other books, research
articles, and other resources that are available in the university’s library e.g., ebrary,
1. Meaning and definitions of research:

 Webster’s 3rd New International Dictionary defines research as “newly
discovered facts or the practical application of such new or revised
conclusions, theories, or laws”.
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 Merton posits that “research contributes to the different existing theories. It
clarifies concepts, it initiates, it formulates, and it refocuses theory”.
 Thomas and Nelson assert that “research is a careful and systematic means
of solving problems”.
 Aguinaldo added that “research is a purposive, systematic, and scientific
process of gathering, classifying, organizing, presenting, analyzing, and
interpreting data for the solution of a problem, for prediction, for
invention, for discovery of truth, of for the expansion or verification of
existing knowledge, all for the preservation and improvement of the
quality of life.
 Andres defines research as a “careful, critical, inquiry or examination in
seeking facts or principles; intelligent investigation to certainty.
 Research is about searching systemically for solutions to problems.
2. Characteristics of a good research:

A good research has the following characteristics:
 Systematic - follows an orderly and sequential procedure that leads to the
discovery of truth, solution of a problem, or whatever is aimed to be
discovered.
 Logical - all findings and conclusions are logically based on empirical efforts
that are made to alter the results of the research.
 Empirical - all procedures employed and the data gathered are perceived in
the same manner by all observers.
 Reductive - it involves original work instead of more opinion.
 Replicable - it can be replicated in such a way that it can only be quoted as
related studies of another research study.
You can also refer to the sources below to help you further understand the lesson:
1) Abelos, et. Al., (2008). Essentials of writing in the discipline. Mutya Publishing House, Inc.
Valenzuela City.
2) Amorado, R. (2015). Literati: literature review in contemporary purview. Mutya Publishing

House, Inc. Malabon City.
3) Arpilleda, J.., et al. (2009). A worktext in communication arts 2: writing in the discipline. Holy
Cross of Davao College, Inc.
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research writing, let us try to check your understanding of these concepts.
1. What is research for you?
2. Why do people conduct research?
3. What makes a good research output?
Activity 2. Getting acquainted with the essential concepts of research

writing, what also matters is you should also be able to apply what you have learned by
1. What are your anticipated problems when conducting a research?
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2. What are the possible solutions which can help you solve these problems?
Do you have any questions for clarification?

1.
2.
3.
4.
5.
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Research Systematic Logical
Empirical Reductive Replicable

ULO-b. List possible research topics.
Metalanguage
communication and to demonstrate, ULO-b will be operationally defined to establish a
1. Research topic. A research topic is the researcher’s desired subject that s/he
is going to write about.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the last three
Finding the Research Topic/Subject

In your present writing course, finding a general subject or topic should not be a
problem since your research likely will concern of the subjects covered in this text. The
best way to start your research is by examining your own interests and experiences. Be
guided by the steps in developing your research topic/subject:
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Step 1: Start with the topic that interests you. This is preferably easier if you work with a
group with the same field of expertise. For example, it is easier if you work on how
translation, syntax, and grammar if you are an English major student.
Step 2: Select a topic that you can research. This may seem ab obvious requirement,
but many subjects cannot be researched.
a. Some subjects are too autobiographical. A paper that draws primarily on your own
experience - “Growing up in Davao City” does not require you to research for information
in other sources.
b. Some subjects are too subjective. No amount of research will resolve a question of a
personal taste such as “Which is the better poet - William Shakespeare or T.S. Elliot?”
c. Some subjects are too restricted. A mechanical process - “How to Operate a DVD” -
that can be explained by only one source does not require significant amount of
research.
d. Some subjects are too current. Events that produce today’s headlines - “The ABS-CBN
Shutdown” - have not been studied in sufficient depth for you to find enough information
about them.
Step 3: Select a topic that you can live with. Writing a research paper requires you to
work with one subject for a long time. If this subject is not too fascinating and/or
interesting, you will be bored. Your planning will be careless, and your writing uninspired.
Step 4: Select a topic that will appeal to other readers. Although the immediate audience
for your research paper is your professor, imagine at least 2 audiences. One is the
author you have come to know while doing your research. In a sense, you are carrying
on an extended conversation with these writers about a new direction in an area familiar
to them.
The other audience is the intelligent general reader, who is always interested in
new information or new approaches. You are asking this reader to consider your
research paper.
As you select your research topic, strike a balance between the expectations of
these two audiences. Previous researchers should consider your work substantive, not
trendy; the general reader should find it innovative, not shopworn.
Step 5: Narrow the topic to manageable size. The topic of your research paper should
allow you to generate enough discussion to fulfill your professor’s requirements about
the length and about the kinds of sources you should use for your research. A subject
that is too narrow, such as whether the shopping mall provides enough security for
shoppers or it could also be too recent such as the ABS-CBN Shutdown will not work
because there will not be enough written material for you to build on.
Likewise, there are some topics that may already be large or already have so
much written about them - the events leading to the ouster of former President
Ferdinand Marcos, for example - that you can not expect to learn enough in a few
week’s time to write about them convincingly. In such instances, you will need to narrow
the focus of your paper, just as you did when developing a thesis of writing the personal
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essay.
Sometimes, reviewing the general sources for a broad subject can help you see
particular ways to narrow the approach or to shift the emphasis of a topic. Often, the
topic itself becomes more refined only after you have begun researching if, and it may
not evolve into its final form until the completion of the paper. For instance, if you were to
begin with a broad topic, such as “art” or “psychology”, you might find yourself moving
gradually toward a narrower topic in the manner illustrated on the next page:
Broad Topic: Arts: Psychology:
1st reduction Primitive Art The Mind

Early Work of Sculpture,
2nd reduction How the Mind Works
Potter, Painting
The Conscious and
3rd reduction Cave Painting
Unconscious
Freud’s and Jung’s Theory
4th reduction Cave Painting of Lascaux
of Unconscious
Narrowing a topic from the general to the specific is seldom as smooth or orderly
as the table above might make the process seem. Usually, you will have several false
starts, but reading in a general subject area will help you find your way.
Finally, do not rush the essential step of narrowing the topic to something that
interests you and that can be easily researched. Careful selections and limitations of the
right topic can save you time and work later and can provide an early foundation for a
successful finished product.
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research writing, let us try to check your understanding of these concepts.
1. What is one most interesting thing that you wish to conduct a research about? What
makes this so interesting for you?
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Activity 4. Getting acquainted with the essential concepts of research writing, what also
matters is you should also be able to apply what you have learned by answering the following:
1. Why is there a need to look for a research topic that is not too recent, but also not too late?
2. Why should you, the researcher, avoid too narrow and too broad topics?
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1.
2.
3.
4.
5.
Narrowing down
Research Topic
your topic
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ULO-c. Be guided by the different steps in writing a research paper
Metalanguage
communication and to demonstrate, ULO-c will be operationally defined to establish a
1. Research writing guide. A researcher has to be guided by some steps on how

to begin and end the research writing process.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the last three
Steps in Writing a Research Paper

The following are seven simple steps on writing your research paper. Depending on
your topic and your familiarity with the topic and all your sources, you may need to rearrange
or recycle these steps. You may adapt this outline to your needs.
Step 1: Identify your topic.

There are many ways to state your topics. You can state it as a question. For example,
if you are interested in finding out about the profile of juvenile delinquents, you may pose the
question, “What are the common age and offenses of juvenile delinquents in Davao City?”
Identify the main concepts or keywords in your question.
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Step 2: Find the background information

Look up your keywords and read articles to set the context for your research. Note ant
relevant items. Additional background information may be found in your lecture notes,
textbooks, and reserve readings.
Step 3: Use catalogs to find books and media

Use guided keyword searching to find materials by topic. Print or write down the citation
(author, title, date and place of publication, and publishing company) and the location of the
information (call number and library). Scan the bibliography fore more sources.
Step 4: Find internet source

Internet is a safari of information. Almost everything is found in the net nowadays.
However, be very careful with the information you wish to cite in your research. Always check
and double check if the information is valid and reliable.
Step 5: Evaluate what you found

If you have found too many or too few sources, you may need to narrow or broaden
your topic.
Step 6: Cite what you found using the APA format

Give credit where credit is due; cite your sources. Citing or documenting the sources
used in your research serves two purposes, it gives proper credit to the authors of the
materials used, and it allows those who are reading your work to duplicate your research and
locate the sources that you have listed as references.
*Note: Please refer to the uploaded file for the APA Format.
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Activity 5. Getting acquainted with the essential concepts of research writing, what also matters
is you should also be able to apply what you have learned by answering the following:
1. What is the importance of finding enough sources in writing your research?
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Activity 6. Getting acquainted with the essential concepts of research writing, what also
matters is you should also be able to apply what you have learned by answering the following:
1. Why is there a need to properly cite your sources?
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1.
2.
3.
4.
5.
Research Sources APA Format
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Online Code of Conduct
(1) All teachers/course facilitators and students are expected to abide by an honor code of conduct,
and thus everyone and all are exhorted to exercise self-management and self-regulation.
(2) All students are guided by professional conduct as learners in attending OBD courses. Any breach
and violation shall be dealt with properly under existing guidelines, specifically in Section 7
(Student Discipline) in the Student Handbook.
(3) Professional conduct refers to the embodiment and exercise of the University’s Core Values,
specifically in the adherence to intellectual honesty and integrity; academic excellence by giving
due diligence in virtual class participation in all lectures and activities, as well as fidelity in doing
and submitting performance tasks and assignments; personal discipline in complying with all
deadlines; and observance of data privacy.
(4) Plagiarism is a serious intellectual crime and shall be dealt with accordingly. The University shall
institute monitoring mechanisms online to detect and penalize plagiarism.
(5) Students shall independently and honestly take examinations and do assignments, unless
collaboration is clearly required or permitted. Students shall not resort to dishonesty to improve
the result of their assessments (e.g. examinations, assignments).
(6) Students shall not allow anyone else to access their personal LMS account. Students shall not post
or share their answers, assignment or examinations to others to further academic fraudulence
online.
(7) By enrolling in OBD or DED courses, students agree and abide by all the provisions of the Online
Code of Conduct, as well as all the requirements and protocols in handling online courses.
Prepared by:
CABRADILLA, JONATHAN, Ph.D.

Faculty, Languages Discipline
KILESTE, FER LIVETTE, Ed.D.

VANESSA CUESTA, MAEd-ELT

Reviewed by:
EDWIN L. NEBRIA, Ed.D.

Chair, Languages Discipline
Approved by:
KHRISTINE MARIE D. CONCEPCION, Ph.D.

Dean, College of Arts and Sciences Education
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UNIVERSITY OF MINDANAO

College of Arts and Sciences Education

Physically Distanced but Academically Engaged

Self-Instructional Manual (SIM) for Self-Directed Learning (SDL)

Course/Subject:GE-2 (Purposive Communication)

Name of Teacher: Prof. Geoffrey E. Girado

THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY. THIS IS NOT

COURSE OUTLINE POLICY.......................................................................................1

BIG PICTURE IN FOCUS: ULO-b.............................................................................17

BIG PICTURE IN FOCUS: ULO-f.............................................................................71

BIG PICTURE IN FOCUS: ULO-c..........................................................................109

Course Outline: GE 2 – Purposive Communication

Course Coordinator: Vanessa Cuesta

Course Outline Policy

Areas of Concern Details

Turnitin Submission To ensure honesty and authenticity, all assessment

Please note that academic dishonesty such as

However, if the late submission of the assessment

Submission of the final grades shall follow the

Student Communication You are required to create a umindanao email

You can also meet the course coordinator in person

For students who have not created their student email,

Contact Details of the Program Dr. Edwin L. Nebria

Well-being Welfare Support Held GSTC Head: Ronadora Diala

GSTC Facilitator: Carizza Mari C. Tinanac

Course Information: esd/ow

CC’s Voice: Welcome to the course GE 2: Purposive Communication.

CO In order for you to be purposeful with your communication, you

Week 1-3: Unit Learning Outcomes (ULO):

Big Picture inFocus

f. Apply the concepts of evaluating images and messages by creating a

1. Meaning and definitions of Communication:

2. Characteristics of communication explains the distinct qualities and

3. Process of communication is the series of steps that servers as a guide that

4. Elements of communication are components that the sender and receiver

1. The characteristics of Communication. Communication is a process of

1.1 Communication is the blood-line of society

1.2 Communication is basic to success

1.3 Communication allows you to create networks and build stronger

1.4 Communication is everywhere

1.5 Communication is a two-way process

1.6 Communication is complex

1.7 Communication is irreversible

2. Communication process. This is a guide toward realizing effective

Figure 1.The Osgood-Schramm model of communication

3. The elements of communication. The communication process will not be

1. What key element of communication is involved in the translation of

2. Which among the elements of communication allows he sender to

3. Who is the one who initiate the communication process?

4. What element of communication process is done by the receiver who

6. What characteristic of communication is shown when a teacher and her

7. What is characterized by communication involving series of steps with

8. In the evolution of communication, what was the invention of Samuel

9. Who transmitted the first radio signal?

10. Among the elements of communication, what is considered to be the

Criteria Description Points

(Adapted from: www.readwriteandthink.org. Retrieved: April 24, 2020)

Questions / Issues Answers

Communication Channel/Medium Feedback