OUR LADY OF FATIMA UNIVERSITY

Purposive
Communication
Worktext
 Purposive
Communication
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Purposive Communication Page 3

Copyright, 2018 by:

PEREZ, HANSEL HOPE ALARCON., Ph.D.

BUENAVENTURA, MA. VICTORIA
LORNA SOMBILLA, Ed.D. (C)

Disclaimer: All literary works that appear on the book are copyrighted by their respective owners. We claim no credit for them
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PREFACE

This book PURPOSIVE COMMUNICATION has been produced by the English Department of Our Lady
of Fatima University in consonance with the course map required by Commission on Higher Education.

Purposive Communication is about writing, speaking, and presenting to different audiences and for
various purposes (CMO 20 s 2013).

Purposive Communication is a three-unit course that develops students’ communicative competence

and enhances their cultural and intercultural awareness through multimodal tasks that provide them
opportunities for communicating effectively and appropriately to a multicultural audience in a local or global
context. It equips students with tools for critical evaluation of a variety of texts and focuses on the power of
language and the impact of images to emphasize the importance of conveying messages responsibly. The
knowledge, sklls and insights that students gain from this course may be used in their academic endeavors,
their chosen disciplines, and their future careers as they compose and produce relevant oral, written, audio-
visual and/or web-based output for various purposes.

The main objectives of the book are divided into three domains:
Knowledge:
1. Describe the nature, elements, and functions of verbal and nonverbal communication in various and
multicultural contexts;
2. Explain how cultural and global issues affect communication;
3. Determine culturally appropriate terms, expressions, and images;
4. Evaluate multimodal texts critically to enhance receptive (listening, reading, viewing) skills; and
5. Summarize the principles of academic text structure.

Skills:
6. Convey ideas through oral, audio-visual, and/or web-based presentations for different target
audiences in local and global setting using appropriate registers, tone, facial expressions in local and
global setting using appropriate registers;
7. Create clear, coherent, and effective communication materials; and
8. Present ideas persuasively using appropriate language registers, tone, facial expressions, and
gestures;
9. Write and present academic papers using appropriate tone, style, conventions, and reference styles.

Values:
10. Adopt cultural and intercultural awareness and sensitivity in communication of ideas;
11. Appreciate the differences of the varieties of spoken and written language;
12. Adopt awareness of audience and context in presenting ideas; and
13. Appreciate the impact of communication on society and the world.

The book is arranged into chapters. Chapter 1 deals with the Communication Processes, Principles,
and Ethics. Chapter 2 is about Communication and Globalization. Chapter 3 discusses Local and Global
Communication in Multicultural Settings. Chapter 4 is about Varities and Registers of Spoken and Written
Language. Chapter 5 deals in Evaluating messages and/or Images of Spoken and Written Language. Chapter 6
is about Communication Aids and Strategies Using Tools of Technology; Chapter 7 Communication for Various
Puposes. Chapter 8 is Communication for Academic Purposes and Chapter 9, Communication for Work
Purposes.

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 Each lesson is preceded by learning outcomes so that the students will be guided by what they need
to know and what they need to do.

It is the authors’ hope that this book will offer the students a valuable, significant, pleasurable, and
enriching experience through a number of different purposeful activities.

The Authors

PEREZ, HANSEL HOPE ALARCON., Ph.D.

BUENAVENTURA, MA. VICTORIA LORNA SOMBILLA, Ed.D. (C)

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TABLE OF CONTENTS

PREFACE

CHAPTER 1 COMMUNICATION PROCESSES, PRINCIPLES, AND ETHICS

LESSON 1 : The Communication Process ………………………………………………………. 8
LESSON 2: Principles and Characteristics of Communication …………………… 11
LESSON 3: Communication Cues: Verbal and Non-Verbal Language ……….. 14

CHAPTER 2 COMMUNICATION AND GLOBALIZATION

LESSON 1: Preparing to Communicate Across Culture ……………………………… 18
LESSON 2: The Cost of Cultural Ignorance ……………………………………………………. 20
LESSON 3: Writing a Reaction Paper ……………………………………………………. 30

CHAPTER 3 LOCAL AND GLOBAL COMMUNICATION IN MULTICULTURAL SETTINGS

LESSON 1: Culture and Cultural Globalization ………………………………………… 40
LESSON 2: Cultural Differences ………………………………………………………………. 46
LESSON 3: Cultural Sensitivity ………………………………………………………………. 50
LESSON 4: Cultural Sensitivity VS Cultural Appropriation …………………………….. 54

CHAPTER 4 VARIETIES AND REGISTERS OF SPOKEN AND WRITTEN LANGUAGE

LESSON 1: Language Varieties ………………………………………………………………. 62
LESSON 2: Language Registers ………………………………………………………………. 66

CHAPTER 5 EVALUATING S AND/OR SPOKEN AND WRITTEN LANGUAGE

LESSON 1: Multimodal Text ……………………………………………………………………….… 70
LESSON 2: Cultural Sensitivity in a Multimodal Text ….…………………………. 73

CHAPTER 6 COMMUNICATION AIDS AND STRATEGIES USING TOOLS OF TECHNOLOGY

LESSON 1: Technology-Based Communication Tools …………………….………. 78
LESSON 2: Multimedia Presentation …………………………………………….…….. 82

CHAPTER 7 COMMUNICATION FOR VARIOUS PURPOSES

LESSON 1: Understanding Conventions of Traditional Genre …………….…….
LESSON 2: Types of Communication
88 ……………………………………………….….. 90
LESSON 3: Public Service Announcement ……………………………………………….…. 110

CHAPTER 8 COMMUNICATION FOR ACADEMIC PURPOSES

LESSON 1: Research Paper ……………………………………………………………….………. 114
LESSON 2: Types of Research Paper ………………………………………………….….……… 116
LESSON 3: Structure of Research Paper …………………………………………………. 121

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CHAPTER 9 COMMUNICATION FOR WORK PURPOSES
LESSON 1: Effective Communication in Work Environment ………………………………… 128
LESSON 2: Workplace Documents ……………………………………………………………………
136
LESSON 3: Writing Proposals …………………………………………………………………… 146

REFERENCES

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 The chapter focuses on the nature, elements, and functions of communication. The
students will distinguish the principles and ethics in communication. Various activities were
prepared to enhance and assess the students’ understanding in each of the given lesson. As a
result, the students’ communicative competence will be honed and refined.

LESSON OUTCOMES:

At the end of this lesson, the students should be able to:

1. Demonstrate understanding of the nature, elements and functions of verbal and non-
verbal communication of various and multicultural contexts; and
2. Understand the principles and ethics in communication through practical activity like
role playing.

LESSON 1: The Communication Process

The Nature of Communication

We, humans, are naturally social being, we feel an intense need to express our
thoughts, feelings, aspirations, doubts, questions, and fears. It is our ability to communicate
that makes us different from all other living things. This is our instrument for human
interaction.

Communication is derived from the Latin word “common,” which means, “belonging to
many” and “communico”-to confer with others. It is the mutual exchange of information, ideas
and understanding by any effective means.

In other words, communication is a process by which people send messages or

exchange ideas or thoughts with one another in a verbal or non-verbal manner. Communication
is important to everyone - on how we can give and receive information and convey our ideas
and opinions with those around us.
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 Communication is the interaction of words from a society and thus gives pleasure and
an increased understanding of life. We belong to the era where opportunities for
communication is rampant. We can reach people from different places through cellular phones,
videos, computers and fax machines. Apparently, communication is extremely important so we
have to use it effectively.

Elements of Communication

1. SENDER/ENCODER

The sender, also known as the encoder, decides on the message to be sent and the
best/most effective way that it can be sent. All of these are done bearing the receiver in mind.
In a word, it is the sender’s job to conceptualize.

The sender may want to ask him/herself questions like: What words will I use? Do I need
signs or pictures?

2. MEDIUM

The medium is the immediate form which a message takes. For example, a message
may be communicated in the form of a letter or an email or face to face in the form of a
speech.

3. CHANNEL

The channel is responsible for the delivery of the chosen message form.

For example: post office, internet, television and radio.

4. RECEIVER

The receiver or the decoder is responsible for extracting/decoding meaning from the
message. The receiver is also responsible for providing feedback to the sender. In a word, it is
his/her job to INTERPRET.

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5. FEEDBACK

Feedback is important as it determines whether or not the decoder grasped the

intended meaning and whether communication was successful.

6. CONTEXT

Communication does not take place in a vacuum. The context of any communication act
is the environment surrounding it. This includes, among other things, place, time, event, and
attitudes of sender and receiver.

7. NOISE (also called interference)

Noise is any factor that inhibits the transmission of a message. It is anything that gets in
the way of the message being accurately received, interpreted and responded to. Noise may be
internal or external. A student worrying about an incomplete assignment may not be attentive
in class (internal noise) or the sounds of heavy rain on a galvanized roof may inhibit the reading
of a storybook to second graders (external noise).

The communication process is dynamic, continuous, irreversible, and contextual. It is

not possible to participate in any element of the process without acknowledging the existence
and functioning of the other elements.

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LESSON 2: Principles and Characteristics of Communication

1. Communication is a Schemata-driven

Communication begins within yourself, you begin with what you have already stocked in
your brain or with what you have already known or understood about the subject matter of the
communicative act. Transmitted messages become understandable or meaningful because of
your innate or old knowledge about the messages.

2. Communication is an interpretative act.

The only person who knows the exact or full meaning of the message transmitted is the
sender or speaker. Being the creator or source of the ideas, he/she has the absolute knowledge
about his message. It is called interpretative act because the role of the receiver or listener is
just to interpret, infer, or guess the meaning of things appealing to his sense of hearing.

3. Communication does not guarantee a direct or automatic link between two minds.

These forms of knowledge become meaningful only to others when you initiate
communication with them.

4. Communication is active, powerful, or forceful

Communication is generally taken as an active messages, because it has varied effects

on all participants in any communicative event. It engages speakers and listeners in action of
giving and receiving information.

Communication is powerful and forceful for it elicits different meanings or reactions,

these messages are prone to changes. Subjected to the changeable and continued existence of
the world, communication is dynamic (A process or system characterized by constant change)
as life that goes on and on like a river. Nothing remains permanent or fixed in the world of
communication.

5. Communication is symbolic.

Symbols, signs, or marks like letters, words, sentences, graphs, pictures and other
concrete objects represent or stand for ideas that you intend to convey verbally. For non-verbal

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communication, you resort to bodily actions (gestures, eye movements, posture, facial
expressions) voice quality, space and time elements to stand for the ideas you want to express.

6. Communication always results in something.

It refers to two or more persons participate in any communicative act. The first,
expresses or sends a message; the second, responds or reacts to the message.

7. Communication is irreversible.

You are free to talk about anything under the sun. But once you utter something, the
things you have said remains as it is susceptible to different interpretations or meanings.

8. Communication is contextual.

An exchange of views, ideas, or feelings doesn’t only involve the sender and the
receiver, but also other aspects of the communication setting like time, place, topic, occasion,
purpose, and manner of communication.

9. Communication is developmental or progressive.

To communicate ideas is to go through the different stages of language learning that

begins from birth to elementary, highschool, and college levels. It is not a one-time learning
towards communicative competence.

10. Communication is a process.

Several stages of communication take place when people exchange or share ideas with
one another. Each stage involves elements with different functions.

11. Communication is ethical.

Any communication event is expected to apply rules, moral values, and beliefs agreed
upon by societal members. Guided by these standards determined by the cultural group you
belong to, your communication becomes ethical, good or desirable.

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 12. Communication is influenced by media and technology.

Now, you are in the era of knowledge explosion or modern technology. This period is
characterized by an instant global exchange of knoeledge, services and technology. Using
modern electronic communication devices, an exchange of ideas occurs just in seconds or
minutes regardless of the distance between or among the participants. With the speedy turn
out of varied modern media and devices of communication like the e-mail, cellphone, web cam,
internet and other computer-run gadgets, you now find interaction with anyone in any corner
of the world easily and quickly.

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Lesson 3: Communication Cues: Verbal and Non-verbal Language

Verbal Language

Verbal language consists of symbols like letters, words, and other marks that you need
to subject to language or grammar rules for a coherent or organized means of understanding or
expressing ideas. This verbal or spoken language becomes a written language once you put on
paper or any surface the marks or prints symbolizing or representing the ideas you intend to
convey or have spoken to others.

Verbal symbols refer to the use of speaker language (Antonio, [Link]., p. 30).

Non-verbal Language

As with other aspects of communication, norms for non-verbal communication vary

from country to country and also among cultures within a particular country. Some nonverbal
communication behaviors appear to be somewhat innate because they are universally
recognized. Two such universal signals are the “eyebrow flash” of recognition when we see
someone we know and the open hand and the palm up gesture that signals a person would like
something or needs help (Martin & Nakayama, 2010).

Smiling is also a universal nonverbal behavior, but the triggers that lead a person to
smile vary from culture to culture. The expansion of media, particularly from the United States
and other Western countries around the world, is leading to more nonverbal similarities among
cultures, but the biggest cultural differences in nonverbal communication occur within the
categories of eye contact, touch, and personal space (Pease & Pease, 2004). Nonverbal
communication like other forms of communication is influenced by context and varies among
individuals within a particular cultural group as well.

The idea you want to convey through this non-verbal communication are symbolized or
represented, not by words, but by the following Non-verbal language symbols:

1. Body Movements

Big and small movements of your body like gestures, facial expressions, posture and eye
behavior express meanings. Kinesics, derived from the Greek term, kinesis, meaning “motion”
which refers to the study of body movements.

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 2. Paralanguage
These are extra sounds that go with your spoken words and a study of these special
sounds accompanying your words is called Paralinguistic. Examples of Paralanguage are the
following:
a) Speaking voice produced by your voice’s
∙ highness and lowness (Pitch)
∙ loudness or softness (Volume)
∙ speediness and slowness (Duration)
∙ rising and falling (Intonation)
∙ shrillness, huskiness, breathiness, mellowness, etc. (Quality)
b) Vocalization or voice’s special usage like crying, giggling, moaning, growling,
yawning, sighing and groaning.
c) Vocal pauses or boosters like ahh!...uhg…umm…oh…[Link]…many others.

3. Time (Chronemics)
Your willingness, hesitance, or hatred to wait for a long time speaks of your trait of
patience or impatience. Likewise, this reflects your manner of valuing your relationship with the
object of your waiting. Your trait of optimism is also proven by your fondness of talking about
your goals, dreams, or plans for the future. Chronemics is the term that refers to your act of
studying the impact or effect of time on your behavior.

4. Proxemics
A space or distance symbolizes or represents your thoughts or feelings about your
world. For instance, surrounding your property with steel fence or leaving it unfenced gives
people clues about your preferences or priorities or deciding to arrange your pieces of furniture
too closely or so far from one another indicates the kind of interaction you would like to have
wth people. Likewise, your body contacts, physical closeness with people, acts of touching or
patting them, or maintaining a wide or narrow gap between you and the other party, expresses
meanings on the extent of intimacy or personal relationship you can establish with others. And,
haptics is the term used to refer to your acts of studying the effects of your touch on people.

5. Physical Appearance and Object Language

Meanings in this kind of non-verbal language, are symbolized or represented by dressing
styles, body types, body appearance like size or shape, architectural designs or structures, art
objects graphic materials, lightning effects, aromatic or smelly objects, and other
environmental factors that influence or affect any communicative event.

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Reading Comprehension

Communication Flows

Sara Lang is a charge nurse at Sunny Nursing Home and has worked under the same president,
Lisa Davis, for five years. In fact, the two have become good friends. They frequently socialize after
hours. Rick Walters, Director of Nursing, is a capable person who has been working there for three
years. Four nurses (Anna, Barbara, Charles, and Dan) report directly to Sara.

Anna, one of the nurses, was having personal difficulties. She asked Sara if she could change her
work schedule from the usual 8-hour shift of 4 days with 3 consecutive days off to 16-hour shifts for two
days and 5 consecutive days off. Sara thought that was not a problem and told Anna that she would
enter that information into the computerized scheduling system, and that she would tell Lisa Davis of
the change, since they were getting together for a drink after work.

Barbara overheard the conversation between Sara and Anna, and she immediately went to see
Rick Walters and complained that Anna was getting preferential treatment and she wanted the same
schedule. Rick, who always wanted to make sure that the nursing staff were happy and got along,
approved Barbara’s change in schedule. He made this change through the computerized schedule and
did not tell anyone else. Barbara, who is good friends with Charles, told him of her new schedule.
Charles, who works closely with Chief of Staff, Dr. Goodman, told Dr. Goodman of the change in
Barbara’s schedule and asked Dr. Goodman to change his. Dr. Goodman thought it was a good idea and
e-mailed Charles’ new schedule to his assistant, Susan Stevens, to enter it into the scheduling system.

On the next Monday morning, changes were implemented to Anna’s, Barbara’s, and Charles’
schedules. Yet, no one had discussed these changes with anyone else. When the schedule was printed
out and posted, it showed that Anna, Barbara, and Charles were all off for 5 days that week from
Monday to Friday and all three began work on Saturday. In the meantime, the only nurse left working
was Dan.

Source: Chapter 4 – Workplace Communication by Guo, K. and Sanchez, Y.

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Purposive Communication Page 18
 The chapter focuses on communication and globalization. The student will assess
themselves in terms of their preparedness to communicate accross cultures. They will be
expected to make a reaction paper and/or discussion forum on the impact of globalization on
how people communicate, and vise-versa.

LESSON OUTCOMES:

At the end of this lesson, the students should be able to:

1. Explain how cultural and global issues affect communication; and
2. Give the impact of communication on society and the world by writing a reaction paper.

LESSON 1: Preparing to Communicate Across Cultures

Pre-Assessment:
Assess your personal preparedness to communicate effectively with persons of different
cultures by labeling each of the following statements as true or false.
1. I enjoy communicating with persons unlike me as much as with persons like me.
2. I am equally sensitive to the concerns of all groups in our multicultural society.
3. I can tell when persons from other cultures do not understand me or are confused by
my actions.
4. I do not fear interacting with persons from minority groups any more than I fear
interacting with persons from the dominant culture.
5. Persons from other cultures have a right to be angry at members of my culture.
6. Persons from other cultures who don’t actively participate in a conversation,
dialogue, or debate with others may act that way because of their culture’s rules.

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 7. How I handle disagreements with persons from other cultures depends on the
situation and the culture(s) they are from.
8. My culture is not superior to other cultures.
9. I am knowledgeable of how to behave with persons of different cultures.
10. I respect the communication rules of cultures other than my own.

The greater the number of statements you labeled true, the more prepared you are to
enrich your communication arena by welcoming people from different cultures into it. Virtually
every day, we find ourselves in situations that require us to communicate with persons
culturally different from ourselves (Gudykunst, 1998). Whether we are aware of it or not,
culture influences communication. According to researchers, the effectiveness of the United
States in the global arena depends on our ability to communicate competently with people
from other cultures (Chen & Starosta, 1997).

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LESSON 2: The Cost of Cultural Ignorance

Cultural misunderstandings often lead to lost opportunities and increased levels of

tension between people. Communicators who fail to realize that persons from different
cultures may not look, think, or act as they themselves do run the risk of having those with
whom they interact judge them to be insensitive, ignorant, or culturally confused. The culturally
confused pay a high price. The following examples demonstrate the extent to which cultural
ignorance affects communication:

⮚ Showing the sole of a shoe means nothing to observers in the United States or Europe.
As a result, when visiting Saudi Arabia, the American and European delegates to a
conference thought nothing about crossing their legs and pointing their shoes toward
the speaker while listening to his presentation. The speaker, however, was horrified. In
Muslim cultures, the gesture is perceived as insulting (Samover & Porter, 1991).
Similarly, while crossing your legs in the United States indicates you are relaxed, in
Korea it is a social faux pas.

⮚ John, who represented the interests of an American multinational corporation, and Yu-
Chen, his Taiwanese counterpart, had difficulty establishing a working relationship.
John’s eyeblink rate increased as he became more and more nervous, fearing that his
efforts to resolve their misunderstanding had reached an impasse. This only made
things worse. Blinking while another person talks is considered normal to North
Americans; to Taiwanese it is considered impolite (Gudykunst, 2004)

⮚ McDonald’s fast-food chain unintentionally offended thousands of Muslims when it

printed an excerpt from the Koran on its throwaway hamburger bags (The Record, June
8, 1994). Muslims saw this as sacrilegious. The mistake could have been avoided if
McDonald’s had displayed greater sensitivity and awareness.

⮚ The Japanese view the business card as an extension of a person, while Americans view
it as a business formality and a convenience. Consequently, while the Japanese handle
business cards with great care, making certain to put them in safe places. Americans
are quick to put them away and thus often end up insulting the Japanese (Griswold,
1994).

⮚ Arabs typically adopt a direct body orientation when communicating. Americans

employ a stance that is somewhat less direct and thus often find the communication of
Arabs aggressive and unnerving. Arabs and South Americans also tend to gesture
vigorously when speaking to others, causing the less physical Americans to construe
their behavior as inappropriate and unmannerly. It is common in Middle Eastern
cultures for both
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 males and females to physically exaggerate responses, while in the United States
emotions are more likely to be suppressed. In Japan, individuals may try to hide or
mask certain emotions. It is common among Asian cultures to exhibit reserve and
emotional restraint. In Japan, the word for “different” is the same as the word for
“wrong.” Compare and contrast a culture in which the goal is to become as much like
others as possible with a culture in which the goal is to distinguish oneself from others.
Which cultural attitude are you most comfortable with? Culturally confused lacking an
understanding of cultural difference Describe a cultural misunderstanding in which you
or someone you know was involved. Was it resolved? How do you adapt when in the
company of people who are more at home with an alternative cultural convention?

⮚ Eye contact preferences also differ across cultures. Americans place a high value on eye-
to-eye communication and tend to distrust those who fail to look at them directly. The
Japanese, in contrast, believe eye contact over a sustained period of time shows
disrespect. Among Asian cultures, too much eye contact is deemed intrusive. Arabs, on
the other hand, maintain direct eye contact with those they interact with for prolonged
periods.

⮚ Americans tend to value personal achievement and individualism. In contrast, Asian and
Native American cultures stress group cohesion and loyalty, placing greater emphasis
on group rather than individual achievement. Failing to develop insights into cultural
nuances and differences can be costly. Recognizing and responding to differences
among cultures allows for more meaningful relationships. At the same time, we need to
be mindful that not everyone from a particular culture exhibits the same characteristics
and communication traits.

Source: [Link]/sites/dl/free/0073534226/363131/gam34226_ch02.pdf

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DEFINITION OF TERMS
Accommodation – It is the means by which co-culture members maintain their cultural identity
while striving to establish relationships with members of the dominant culture.

Assimilation – It is the means by which co-culture members attempt to fit in with members of
the dominant culture.

Co-cultures – It refers to group of people who differ in some ethnic or sociological way from the
parent culture.

Collectivistic Cultures – It refers to cultures in which group goals are stressed.

Cultural Imperialism – It is the expansion of dominion of one culture over another culture.

Cultural Pluralism – It is the adherence to the principle of cultural relativism.

Cultural Relativism – It refers to the acceptance of other cultural groups as equal in value to
one's own.

Culturally Confused – It refers to the lacking an understanding of cultural difference.

Culture – It is a system of knowledge, beliefs, values, customs, behaviors, and artifacts that are
acquired, shared, and used by members during daily living.

Diversity – It refers to the recognition and valuing of difference such factors as age, gender,
race, ethnicity, ability, religion, education, marital status, sexual orientation and income.

Ethnocentrism – It is the tendency to see one's own culture as superior to all others.

Globalization – It refers to the increasing economic, political, and cultural integration and
interdependence of diverse cultures.

High-context Communication – It is a tradition-bound communication system which depends

on indirectness.

High-power-distance Cultures – It pertains to the cultures based on power differences in which

subordinates defer to superiors.

Individualistic Cultures - It pertains to the cultures in which individual goals are stressed.

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Intercultural Communication – It is the way of interpreting and sharing meanings with
individuals from different cultures.

Interethnic Communication – It refers to the interaction with individuals of different ethnic

origins.

International Communication. It refers to the communication between persons representing

different nations.

Intracultural Communication. It refers to the interaction with members of the same racial or
ethnic group or co-culture as yours.

Interracial Communication - It is the way of interpreting and sharing of meanings with

individuals from different races.

Low-context Communication – It is a system that encourages directness in communication.

Low-power-distance Cultures – It pertains to the cultures that believe that power should be
used only when legitimate.

Masculine Cultures - It pertains to the cultures that value aggressiveness, strength, and
material symbols of success.

Melting-pot Philosophy – It is the view that different cultures should be assimilated into the
dominant culture.

Multiculturalism – It refers to the engagement with and respect toward people from distinctly
different cultures.

Prejudice – It is a positive or negative prejudgment.

Separation – It is the means co-culture members use to resist interacting with members of the
dominant culture.

([Link]
world-flash-cards/)

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 The Flight from Conversation
SHERRY TURKLE, APRIL 21, 2012

We live in a technological universe in which we are always communicating. And yet we

have sacrificed conversation for mere connection.

At home, families sit together, texting and reading e-mail. At work, executive text during
board meetings. We text (and shop and go on Facebook) 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.

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.

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.

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.

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.”

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.”

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 Boston law 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

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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.

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.

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.

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.

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.

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.

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.”

And we use conversation with others to learn to converse with ourselves. So our flight
from 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.

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

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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.

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.

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.

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?

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.

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.

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.”

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.

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 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.

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.

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.

So I say, look up, look at one another, and let’s start the conversation.

Source: Article “Flight from Conversation”

[Link]

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Purposive Communication Page 29
LESSON 3: Writing a Reaction Paper

A reaction paper is an analysis and an evaluation of the material presented.

A reaction paper should:

∙ make sure to give a detailed overview of the experience and tell what exactly
was taken out of the experience.
∙ be more than a simple summary of the material that you are reacting upon.
∙ include your opinion or reaction to the material.

This may take on a variety of forms:

▪ You may compare the work to other related material;
▪ You may come up with ways to improve the work;
▪ You may express what you learned;
▪ You may concur with the work or argue against the work

You can even use “I” or the first person, in this type of paper.

Guidelines in Writing a Reaction Paper

Consider these general steps as you plan your writing:

∙ Pull your thoughts together on what you just experienced.
∙ Come up with a thesis statement.
∙ Come up with what reaction you want to put down on paper.
∙ Decide on your organization and format draft your reaction paper.

As a starting point for your reaction paper, select two or three major points from the
following list and write a paragraph for each point.

❖ React to the ideas presented.

o Are they clear and suitable? Explain the ideas, give examples of their application
in the material presented, and compare/contrast the ideas with your own.

❖ Compare it to another material.

o How was it similar to the other material? How was it different? Which did you
enjoy more? What makes it more enjoyable? Which did you learn more from?

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 ❖ Discuss specific insights or facts you have learned or gained from reading the material
presented.
o Discuss each insight or fact you have learned in a detailed paragraph, using
direct examples from the material presented. Include a page reference to the
material you are reacting to.

❖ Make a judgment about the material presented and support it.

o Did you like it? Why or why not? Elaborate on your answer by commenting on
the content, style, clarity, validity of ideas and method of presentation.

❖ Analyzed the material presented.

o What is its purpose? How does it go about achieving its goal? What is the
plan/method of presentation?

❖ Tell what others might gain from the material presented.

o Is it valuable? Is it informative, entertaining, or accurate? Do you think your
instructor should use it again? Why or why not?

In your conclusion, summarize your ideas and tie them together.

Writing a Reaction or Response Essay

Reaction or response papers are usually requested by teachers so that you willl consider
carefully what you think or feel about something you have read. The following guidelines are
intended to be used for reacting to a reading although they could easily be used for reactions to
films too. Read whatever you've been asked to respond to, and while reading, think about the
following questions.

∙ How do you feel about what you are reading?

∙ What do you agree or disagree with?
∙ Can you identify with the situation?
∙ What would be the best way to evaluate the story?

Keeping your responses to these questions in mind, follow the following prewriting steps.

Prewriting for Your Reaction Paper

The following statements could be used in a reaction/response paper. Complete as

many statements as possible, from the list below, about what you just read.

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My Reaction to What I Just Read Is That . . .

I think that; I see that; I feel that; It seems that; In my opinion; Because; A good quote is;
In addition; For example; Moreover; However; Consequently; Finally; In conclusion.

What you've done in completing these statements is written a very rough

reaction/response paper. Now it needs to be organized.

Organizing Your Reaction Paper

A reaction/response paper has an introduction, a body, and a conclusion.

∙ The introduction should contain all the basic information in one or two paragraphs.
This sentence should give the title, author, and
Sentence 1: publication you read.

Sentence 2, 3, These sentences give a brief summary of

and what you read (nutshell)
sometimes 4:
This sentence is your thesis statement. You agree, disagree,
Sentence 5: identify, or evaluate.

∙ The introduction should include a concise, one sentence, focused thesis. This is the
focused statement of your reaction/response.
∙ The body should contain paragraphs that provide support for your thesis. Each
paragraph should contain one idea. Topic sentences should support the thesis, and the
final sentence of each paragraph should lead into the next paragraph.

Topic Sentence

detail -- example --quotation --detail -- example -- quotation -- detail -- example --

quotation -- detail -- example –quotation

Summary Sentence

∙ You can structure your paragraphs in two ways:

Author

You

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OR

Author

in contrast to

You

∙The conclusion can be a restatement of what you said in your paper. It also be a comment
which focuses your overall reaction. Finally, it can be a prediction of the effects of what you are
reacting to. Note: your conclusion should include no new information.

Strategies for Writing a Conclusion

Conclusions are often the most difficult part of an essay to write, and many writers feel
that they have nothing left to say after having written the paper. A writer needs to keep in mind
that the conclusion is often what a reader remembers best. Your conclusion should be the best
part of your paper.

A conclusion should
∙ stress the importance of the thesis statement,
∙ give the essay a sense of completeness, and
∙ leave a final impression on the reader.

Suggestions
∙ Answer the question "So What?"
o Show your readers why this paper was important. Show them that your paper
was meaningful and useful.

∙ Synthesize, don't summarize

o Don't simply repeat things that were in your paper. They have read it. Show
them how the points you made and the support and examples you used were
not random, but fit together.

∙ Redirect your readers

o Give your reader something to think about, perhaps a way to use your paper in
the "real" world. If your introduction went from general to specific, make your
conclusion go from specific to general. Think globally.

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 ∙ Create a new meaning
o You don't have to give new information to create a new meaning. By
demonstrating how your ideas work together, you can create a new picture.
Often the sum of the paper is worth more than its parts.

Strategies

∙ Echoing the introduction: Echoing your introduction can be a good strategy if it is meant
to bring the reader full-circle. If you begin by describing a scenario, you can end with
the same scenario as proof that your essay was helpful in creating a new understanding.
Example

Introduction

From the parking lot, I could see the towers of the castle of the Magic Kingdom standing
stately against the blue sky. To the right, the tall peak of The Matterhorn rose even higher. From
the left, I could hear the jungle sounds of Adventureland. As I entered the gate, Main Street
stretched before me with its quaint shops evoking an old-fashioned small town so charming it
could never have existed. I was entranced. Disneyland may have been built for children, but it
brings out the child in adults.

Conclusion

I thought I would spend a few hours at Disneyland, but here I was at 1:00 A.M., closing
time, leaving the front gates with the now dark towers of the Magic Kingdom behind me. I
could see tired children, toddling along and struggling to keep their eyes open as best they
could. Others slept in their parents' arms as we waited for the parking lot tram that would take
us to our cars. My forty-year-old feet ached, and I felt a bit sad to think that in a couple of days I
would be leaving California, my vacation over, to go back to my desk. But then I smiled to think
that for at least a day I felt ten years old again.

∙ Challenging the reader: By issuing a challenge to your readers, you are helping them to
redirect the information in the paper, and they may apply it to their own lives.

Example

Though serving on a jury is not only a civic responsibility but also an interesting
experience, many people still view jury duty as a chore that interrupts their jobs and the

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 routine of their daily lives. However, juries are part of America's attempt to be a free
and just society. Thus, jury duty challenges us to be interested and responsible citizens.
∙ Looking to the future: Looking to the future can emphasize the importance of your
paper or redirect the readers' thought process. It may help them apply the new
information to their lives or see things more globally.

Example

Without well-qualified teachers, schools are little more than buildings and equipment. If
higher-paying careers continue to attract the best and the brightest students, there will
not only be a shortage of teachers, but the teachers available may not have the best
qualifications. Our youth will suffer. And when youth suffers, the future suffers.

∙ Posing questions: Posing questions, either to your readers or in general, may help your
readers gain a new perspective on the topic, which they may not have held before
reading your conclusion. It may also bring your main ideas together to create a new
meaning.

Example

Campaign advertisements should help us understand the candidate's qualifications and

positions on the issues. Instead, most tell us what a boob or knave the opposing
candidate is, or they present general images of the candidate as a family person or God-
fearing American. Do such advertisements contribute to creating an informed electorate
or a people who choose political leaders the same way they choose soft drinks and
soap?

Summary

In summary, this handout has covered prewriting and organizing strategies for
reaction/response papers.

∙ Prewriting
o Read the article and jot down ideas.
o How do you feel about what was said?
o Do you agree or disagree with the author?
o Have you had any applicable experience?
o Have you read or heard anything that applies to this what the writer said in the
article or book?
o Does the evidence in the article support the statements the writer made?

∙ Organizing

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 o Write the thesis statement first.
o Decide on the key points that will focus your ideas. These will be your topic
sentences.
o Develop your ideas by adding examples, quotations, and details to your
paragraphs.
o Make sure the last sentence of each paragraph leads into the next paragraph.
o Check your thesis and make sure the topic sentence of each paragraph supports
it.

Source: [Link]

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 This chapter focuses on the understanding of various ways on how to communicate
locally and globally in multicultural settings. The students will be exposed to different terms,
expressions and images from cultures around the world to help them gain knowledge how
these people act, share and connect around them.

LESSON OUTCOMES:

At the end of this lesson, the students should be able to:

1. Define Culture;
2. Understand that local cultures can be used as part of globalization by presenting
practiced cultures of selected regions;
3. Give the importance of one’s culture in understanding cultural differences; and
4. Demonstrate local cultures that someone practiced through group dynamics.

LESSON 1: Culture and Cultural Globalization

Culture originates from a French term, which in turn derives from the Latin "colere," which
means to tend to the earth and grow, or cultivation and nurture (Zimmermann, 2017). In other
words; culture encompasses religion, food, what we wear, how we wear it, our language,
marriage, music, what we believe is right or wrong, how we sit at the table, how we greet
visitors, how we behave with loved ones, and a million other things (De Rossi, 2017).

The Center for Advance Research on Language Acquisition goes a step further, defining
culture as shared patterns of behaviors and interactions, cognitive constructs and
understanding that are learned by socialization. Thus, it can be seen as the growth of a group
identity fostered by social patterns unique to the group.

Furthermore, as stated by Cristina De Rossi, Live Science Coordinator; culture appears to

become a key in our interconnected world which is made up of so many ethnically diverse

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societies but also riddled by conflicts associated with religion, ethnicity, ethical beliefs, and the
elements which make up culture.

If cultures provide diverse ways of interpreting the environment and the world, as well as
the relationship to other people; it is important to acknowledge that effective communicators
have the ability to select and perform communication appropriate to various settings (Fred,
2013).

Cultural Globalization

Culture is the lifeblood of a vibrant society, expressed in many ways we tell our stories,
celebrate, remember the past, entertain ourselves, and imagine the future. Our creative
expression helps define who we are, and helps us see the world through the eyes of others.

In this way, cultures can be part of culture globalization which involves the formation of
shared norms and knowledge with which people associate their individual and collective
cultural identities. Henceforth, globalization brings increasing interconnectedness among
different populations and cultures. This has been successful through the use of Internet,
popular culturemedia, and international travel.

The following are the importance of having one’s culture:

A. Individual and social benefits of culture

1. Intrinsic benefits

Cultural experiences are opportunities for leisure, entertainment, learning, and sharing
experiences with others. From museums to theatres to dance studios to public libraries, culture
brings people together.

2. Improved learning and valuable skills for the future

Cultural heritage broadens opportunities for education and lifelong learning, including a
better understanding of history. Many jurisdictions make strong linkages between culture and
literacy and enhanced learning outcomes, in both public education and in the development of
valuable workforce skills.

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 3. Better health and well-being

Participation in culture contributes to healthy populations in several ways. Creativity

and cultural engagement have been shown to improve both mental and physical health.
Participation in the arts can relieve isolation and promote identity formation and intercultural
understanding.

4. Vibrant communities

The benefits of culture for individuals can spill over to society as a whole. Culture helps
build social capital, the glue that holds communities together. By bringing people together,
cultural activities such as festivals, fairs, or classes create social solidarity and cohesion,
fostering social inclusion, community empowerment, and capacity-building, and enhancing
confidence, civic pride, and tolerance.

B. Economic benefits of culture

5. Contribution to job creation

Economic opportunities created by culture have taken on greater importance as

economies transition from the industrial model, and work based on physical labour, to a new
model in which knowledge and creativity drive productivity and growth.

2. Contribution to tourism

Culture makes a significant contribution to the tourism industry, further supporting job
creation and encouraging infrastructure development. The many festivals and events hosted
each year coupled with the province’s museums, art galleries, and historic sites, are magnets
for cultural tourists.

3. Cultural planning

Increasingly, municipalities are recognizing the contribution of culture to sense of place,

quality of life, and community and economic prosperity through a process called “cultural
planning.” Cultural planning is led by local governments and involves broad community
engagement to identify and leverage a community's cultural resources, strengthen the
management of those resources, and integrate them in all facets of local planning and decision-
making.

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LESSON 2: Cultural Differences

LESSON OUTCOMES:

At the end of this lesson, the students should be able to:

1. Explain local and global cultural differences;
2. Be familiarized themselves with different terms, expressions and images in some other
countries;
3. Be aware with one’s cultural practices; and
4. Present cultural differences based on the assigned region and/or country.

Culture influences many parts of people’s lives including the food, dress, opinions, identity,
music, buildings, manners, social interaction and language. We need to understand others
cultural background to make sense of different view points and opinions. Cultural awareness is
important in creating cross-cultural understanding and acceptance. Cultural awareness can give
us a better understanding of our own culture and how it is perceived by outsiders.

Similarly, culture is the customary beliefs, social forms and materials traits of a racial,
religious or social group. Moreover, culture makes up a large part of ou day to day life. Thus,
cultural differences include differences in food, clothes, religion and language. For example,
think about the different ways of different cultures about drinking a tea.

Chinese tea American Iced tea English tea

Small differences like the way each culture drinks tea can be difficult to get used to at
first because these things are so important to day to day living.

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Below are some examples of Cultural differences:
(Expressions)
∙ In Mediterranean European countries, Latin America and Sub Saharan Africa, it is normal
or at least widely tolerated to arrive half an hour late for a dinner invitation, whereas; in
most northern European countries this would be considered extremely rude.
∙ In England, the thumb and forefinger together to form an ‘O’ means Ok, whereas; in
France it means ‘nothing’ or ‘without any value’.
∙ Laughing is considered a sign of happiness in most countries, but in Japan it is
considered a sign of confusion, embarrassment or insecurity.
∙ In most countries, shaking the head from side to side means ‘No’, whereas; in India
shaking the head from side to side means ‘Yes’.
∙ "Keep your shirt on!" may be a frequently heard idiom in the U.S. But if you're traveling
in South Korea, it's a smart piece of advice for men. Yes, even at the beach.

(Terms)
∙ Fart
We all know the English meaning of the word fart, but did you know that fart means speed
in Danish, Norwegian, and Swedish? If that doesn’t make you snicker enough, the words for
speed bump in each language are fartbump, fartshump, and farthinder.

∙ Gift
In German, a gift is not quite as pleasant as in English – it means poison! Taking it a step
further, gift in the Scandinavian languages can mean both poison and marriage. These two
meanings are related and stem from the same root word, to give.

∙ Crap
In Romanian, crap means carp, which is a type of commonly-eaten fish. To be fair, English
has a fish called a crappie.

∙ Brat
As perhaps the most fitting example on our list, brat means brother in Russian, Polish,
Ukrainian, Croatian, and Serbian. Next time you call your brother a brat, just tell him you’re
learning one of these languages.

∙ Kiss
Kiss has a more juvenile meaning in Swedish – pee. Simple, yet amusing!

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 ∙ Preservative
In France, a préservatif isn’t quite what you might expect. If you tend to have many
conversations about jams and jellies, it might be useful to be aware that préservatifactually
means condom. In fact, many European languages have variations of preservative that all mean
condom.

∙ Lol
The ubiquitous piece of Internet slang lol is either an acronym or initialism depending on
how you would pronounce it, but in Dutch it means fun.

∙ Slut
Slut is yet another false friend coming from Swedish, in which it means end (and rhymes
with loot). If you happen to see Slut onscreen after watching a film, it’s the equivalent to The
End. And Slutstation is not what you might hope – it’s just the last stop on a train route.

You can also watch “Cross-cultural Ads” for various culture differences.
Reference: [Link]

When traveling abroad, it's easy not to think twice about behaving just as you would at
home. However, not all our gestures and customs are acceptable abroad: some are
considered offensive and will not only out you as a tourist, but could even get you in a bit of
trouble.

In order to avoid possible problems, here are some ways on how to be culturally
aware:

1. Engage with other’s cultures by aksing questions.

[Link] Open! Don’t get into the habit of thinking your way is the only way of doing something.
3. Think about what you can learn from them no matter how unusual it is.
4. Invite someone to share his/her culture with you.
5. Overcome stereotypes

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LESSON 3: Cultural Sensitivity

LESSON OUTCOMES:

At the end of this lesson, the students should be able to:

1. Define cultural sensitivity;
2. Distinguish the aspects of sensitivity to gender; and
3. State how to increase cultural sensitivity.

Cultural sensitivity begins with a recognition that there are differences between cultures.
These differences are reflected in the ways that different groups communicate and relate to
one another. Cultural sensitivity is more than an awareness that there are differences in culture
in order to interact effectively either through verbal or non-verbal communication. People who
don’t recognize differences between cultures fall on stereotyping and discriminating minority
group.

Increasing your relationship and building trust to one another and how complicated it
would have been, might help one’s understanding the people and cultures around them.
Sensitivity to culture is a set of skills that allows you to understand and learn about people
whose cultural background is not the same as yours. For example; in many cultures, it is
customary to call people by their last names, especially when they are older than you.

Cultural sensitivity is an attitude and way of behaving in which you are aware of and
acknowledge cultural differences; it’s crucial for such global goals as world peace and economic
growth as well as for effective interpersonal communication (Franklin & Mizell, 1995). Without
cultural sensitivity there can be no effective interpersonal communication between people who
are different in gender or race or nationality or affectional orientation.

Sensitivity to Gender is being aware that there are differences between male and female,
but those differences are not universal.

Aspects of Gender:
[Link]. This is the gender from birth, either being male or female, it is also the gender
prescribed by the society.
[Link]. This is the set of behaviours, mannerisms and other traits that society use to express as
part of the assigned gender.
6. Identity. This is what we think the gender should be at any given time.
Purposive Communication Page 43
[Link]. This is the gender assigned to people when we first meet them and is based on a
set of cues that differentiate from culture to culture.

INCREASING CULTURAL SENSITIVITY

∙ Prepare yourself. Read about and listen carefully for culturally influenced behaviors.
∙ Recognize your fears. Recognize and face your own fears of acting inappropriately
toward members of different cultures.
∙ Recognize differences. Be mindful of the differences between yourself and those from
other cultures.
∙ Recognize differences within the group. At the same time that you recognize
differences between yourself and others, recognize that there are often enormous
differences within any given cultural group.
∙ Recognize differences in meaning. Be aware that words don’t always mean the same
thing to members of different cultures.
∙ Be rule conscious. Think mindfully about the cultural rules and customs of others.

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LESSON 4: Cultural Appreciation vs Cultural Appropriation

LESSON OUTCOMES:

At the end of this lesson, the students should be able to:

1. Differentiate cultural appreciation from cultural appropriation;
2. Distinguish how certain culture is being appreciated or appropriated;
3. Give examples of cultural appropriation; and
4. Determine the ways on how to avoid cultural appropriation in respect to other cultures.

Culture is important in a society, without culture; there is no identity on a particular area. It

is the quality of a person or society that arises from a concern for what is regarded as excellent
in arets, letters, manners, scholarly pursuits, etc. In Anthropology it is the sum total of ways of
living built up by group of human beings and transmitted from one generation to another. In
today’s quickly changing times, many different cultures are being brought into light, but in the
wrong way. We imitate the culture without properly knowing why certain place has that kind of
practices among them. We are bound to use one’s culture in another way and purpose.

Appropriation is the action of taking something for one's own use, typically without the
owner's permission. Appreciation on the other hand is the recognition and enjoyment of the
good qualities of someone or something. The two are strikingly different but can easily be
confused as the same thing due to the fact that a lot of people don’t know when they are
culturally appropriating.

Cultural appreciation is when elements of a culture are used while honoring the source they
came from. It is important to note that appreciation involves respect and value.

Cultural appropriation is taking intellectual property, traditional knowledge, cultural

expressions, or artifacts from someone else's culture without permission. This can include
unauthorized use of another culture's dance, dress, music, language, folklore, cuisine,
traditional medicine, religious symbols, etc.

Examples of Cultural Appropriation

∙ In 2013, Miley Cyrus became the pop star most associated with cultural appropriation.
During recorded and live performances, the former child star began to twerk, a dance
style with roots in the African-American community. Writer Hadley Freeman of The

Purposive Communication Page 45

 Guardian particularly took issue with Cyrus’ twerking at the MTV Video Music Awards in
August 2013.
∙ Nike caused so much anger when they ‘borrowed’ some Samoan tattoo designs for their
Pro Tattoo Tech collection that it actually led to a petition calling on the company to
stop sales.
∙ More recently the high street fashion retailer, Top Shop, caused consternation for using
the Palestinian black & white scarf design for a summer dress.
∙ French fashion brand Chanel was lambasted by Aboriginal groups and social media users
for selling a $1000+ Chanel branded boomerang as part of their spring-summer 2017
collection. The boomerang is a piece of Australian Aboriginal culture.

When adopting from a foreign culture it is crucial to follow some basic steps that will help
you avoid being accused of cultural appropriation and instead help create cultural awareness.

[Link] the Culture

Prior to using another culture’s intellectual property, it pays to properly research and
understand it. Taking without respect, knowledge or insight will ultimately lead to a serious
backlash and accusations of cultural theft and cultural misrepresentation.

[Link] the Sacred

In the West, it can be easy to sometimes overlook the sacred. What might seem a bit of fun, a
joke or an innocent mistake to some, may cause serious distress to others. Much of the world
still holds some things sacred, whether that be God, gods, spirits, symbols or anything else.
Using the sacred is a serious no-no unless you want to cause trouble.

[Link]’t Stereotype
A big issue with adopting from other cultures is that it can be based on stereotypes, often
negative and incorrect. It is natural when a foreigner peers into another culture for them to do
so with their own cultural preconceptions and baggage. They cannot have an objective opinion
nor an insider’s insights and therefore their understanding of the culture may be based on
stereotypes.

Purposive Communication Page 46

[Link] Diversity
One area in which many fail when it comes to borrowing from other cultures, is that more than
often that culture is not represented in any shape or form in the decision-making process.
There is a dire need for more diversity in businesses and organisations, whether media,
marketing, fashion or art. Having people with knowledge of different cultures and who
understand the psychology of minority cultures or faiths is a sure-fire way of avoiding many of
the potential pitfalls.
[Link], Promote & Share Benefits
Perhaps the most effective way to avoid cultural appropriation is to engage with the culture
you are adopting from. Spend time in it, understand it, engage with it and then when it comes
to using a pattern, symbol, headdress or anything else make sure you use that platform to
promote that culture, its people and if possible share benefits with them.

Purposive Communication Page 47

Purposive Communication Page 48
 This chapter focuses on Varieties and Language registers of spoken and written
language. The aim of this chapter is to give the students the idea on how language is being
changed according to the situation, purpose and need of the speaker and listener.

LESSON OUTCOMES:

At the end of this lesson, the students should be able to:

1. Define language;
2. Identify the importance of language; and
3. Determine the varieties in language.

LESSON 1: Language Varieties

All languages exhibit a great deal of internal variation. That is to say each language exists in
a number of varieties. Nevertheless, what is meant by a variety of a language? Wardhaugh
(1986, p.22) defined it as “a specific set of linguistic items” or “human speech patterns (sounds,
words, grammatical features) which can be associated with some external factor (geographical
area or a social group). A language itself can be viewed as a variety of the human languages.

Speech variety, a concept of domain, is important as it signifies the class of situation within
which a certain speech variety is used. A domain is also referred to as ‘a social situation’ as the
implementation of the rights and duties of a particular role relationship in the place most
appropriate or most typical for that relationship, and at the time societally defined as
appropriate for that relationship (John T. Plat and H.K. Plat, 1975 : 36). The domains may refer
to those of home, school, employment, mosque, etc).

Purposive Communication Page 49

Different Kinds of Language Varieties

1. Pidgin
Pidgin is a new language which develops in situations where speakers of different languages
need to communicate but don't share a common language. The vocabulary of a pidgin comes
mainly from one particular language (called the 'lexifier').

2. Creole
When children start learning a pidgin as their first language and it becomes the mother
tongue of a community, it is called a creole. Like a pidgin, a creole is a distinct language which
has taken most of its vocabulary from another language, the lexifier, but has its own unique
grammatical rules. Unlike a pidgin, however, a creole is not restricted in use, and is like any
other language in its full range of functions.

Examples are Gullah, Jamaican Creole and Hawai`i Creole English.

*Note that the words 'pidgin' and 'creole' are technical terms used by linguists, and not
necessarily by speakers of the language. For example, speakers of Jamaican Creole call their
language 'Patwa' (from patois) and speakers of Hawai`i Creole English call theirs 'Pidgin.'

3. Regional Dialect
A regional dialect is not a distinct language but a variety of a language spoken in a
particular area of a country. Some regional dialects have been given traditional names which
mark them out as being significantly different from standard varieties spoken in the same place.

4. Minority Dialect
Sometimes members of a particular minority ethnic group have their own variety which
they use as a marker of identity, usually alongside a standard variety. This is called a minority
dialect.

Examples are African American Vernacular English in the USA, London Jamaican in
Britain, and Aboriginal English in Australia.

5. Indigenized Variety
Indigenized varieties are spoken mainly as second languages in ex-colonies with
multilingual populations. The differences from the standard variety may be linked to English
proficiency, or may be part of a range of varieties used to express identity.

For example, 'Singlish' (spoken in Singapore) is a variety very different from standard
English, and there are many other varieties of English used in India.

Purposive Communication Page 50

LESSON 2: Language Registers

LESSON OUTCOMES:

At the end of this lesson, the students should be able to:

1. Identify register in language clearly;
2. Distinguish different language registers; and
3. Utilize language registers for more effective communication.

In every situation you encounter, you use speech appropriate to the person to whom
you are speaking and his or her context. The language you use when talking to your friends is
not the same language you would use when meeting someone as important as the president,
boss or professor. This difference in language formality is called register.
Register is one complicating factor in any study of language varieties. Registers are sets
of vocabulary items associated with discrete occupational or social groups. Surgeons, airline
pilots, bank managers, sales clerk, jazz fans, and pimps use different vocabularies. One person
may control a number of registers.
There are five language registers or styles. Each level has an appropriate use that is
determined by different situations. It would certainly be inappropriate to use language and
vocabulary reserve for a boyfriend or girlfriend when speaking in the classroom.
Thus, the appropriate language register depends upon the audience (who?), the topic
(what?), purpose (why?) and location (where?).

The Five Language Registers

1. Static Register / Frozen Register
This style of communications rarely or never changes and does not require feedbacks. It
is “frozen” in time and content.

E.g the Pledge of Allegiance, The Lord’s Prayer, the Wedding Vows, and the Philippine
Constitution.

2. Formal Register
This language is used in formal settings. This use of language usually follows a commonly
accepted format. It is used in impersonal and formal settings.

E.g sermons, speeches, oration, and pronouncements made by judges.

Purposive Communication Page 51

3. Consultative Register
The users engage in a mutually accepted structure of communications. It is formal and
societal expectations accompany the users of this speech. It is a professional discourse.

E.g communications between a superior and a subordinate, doctor and patient, lawyer
and client., teacher and a student, parent and child.

4. Casual Register
This is informal language used by peers and friends. Slang, vulgarities and colloquialisms
are normal. This is “group” language. One must be member to engage in this register.

E.g chats, blogs, letters to friends.

5. Intimate Register
This communication is private. It is reserved for close family members or intimate
people and taking into the accounts of endearment in a certain relationship or bond.

E.g husband and wife, siblings, and parent.

These five registers can be classified into two types: Formal and Informal. The formal
registers include frozen/static and consultative while informal registers include casual and
intimate.

Categories of Language Register

There are formal and informal registers in spoken and written language. Formal
registers can include everything from an academic essay to wedding vows. The academic essay
is formal because it includes polished speech, complex sentences, and precise vocabulary. The
wedding vows are an example of extremely formal language that must be said the same way
each time as part of a ritual.
There are also varieties of informal registers. Informal language occurs between people
who know each other well and who speak without trying to be 'proper'. Sometimes this
includes speaking in slang and other times it's simply a more casual delivery.
For example, you might say, 'Could you bring us more coffee, please?' to a waiter at a
fancy restaurant, but at your favorite hangout you might say, 'Can I get a little more coffee
here?' when you've reached the bottom of your cup.

Purposive Communication Page 52

 This chapter focuses on evaluating messages and/or images of different types of texts
reflecting different cultures. The lessons include multimodal text and cultural sensitivity in multimodal
text.

Learning Outcomes: The students are expected to:

1. Evaluate multimodal texts critically to enhance receptive (listening, reading, viewing) skills.
2. Convey ideas through oral, audio-visual, ad/or web-based presentations for different target
audiences in local and global settings using appropriate registers.
3. Adopt awareness of audience and context in presenting ideas.

LESSON 1: Multimodal Txt

Multimodal is a dynamic convergence of two or more communication modes within the same
text. All modes are attended to as part of meaning-making (The New London Group, 1996).

Examples: image, gesture, music, spoken language, and written language

What is a multimodal text?

A multimodal text combines two or more semiotic systems like picture book, in which the
textual and visual elements are arranged on individual pages that contribute to an overall set of bound
pages; webpage, in which elements such as sound effects, oral language, written language, music and
still or moving images are combined; and live performance, in which gesture, music, and space are the
main elements.

It can be delivered via different media or technologies like paper (books, comics, posters),
digital (slide presentations, e-books, blogs, e-posters, web pages, and social media, through to
animation, film and video games), live (a performance or an event) and transmedia (story that is told
using multiple delivery channels through a combination of media platforms, for example: book, comic,
magazine, film, web series, and video game).

According to The New London Group (1996), there are five semiotic systems to make meanings
in a multimodal text:

Purposive Communication Page 53

 ❖ Written or Linguistic meaning: for spoken and written language through the use of vocabulary,
generic structure and grammar.
❖ Audio meaning: for music, sound effects, noises, ambient noise, and silence, through use of
volume, pitch and rhythm.
❖ Visual meaning: for still and moving images through the use of color, saliency, page layouts,
vectors, viewpoint, screen formats, visual symbols; shot framing, subject distance and angle;
camera movement, subject movement.
❖ Gestural meaning: for movement of body, hands and eyes; facial expression, demeanors, and
body language, and use of rhythm, speed, stillness and angles.
❖ Spatial meaning: for environmental and architectural spaces and use of proximity, direction,
layout, position of and organization of objects in space.

Multimodality is substantial in constructing activities that go beyond print-based literacies

(Harste, 2010). It recognizes that the digital media affordances make modes other than text increasingly
valuable (Cope & Kalantzis, 2009). It also provides opportunities for students to bring existing literacies
into the classroom (Mills, 2010; Curwood & Cowell, 2011).

The following screenshots are examples of multimodal text about food, fitness and photos.
These are presented as a web site using Wipasnapa. The task had a dual learning focus on food and
fitness, along with photography and strategic use of images to convey meaning. The completed project
included user generated (original) video and audio content, photographs and print.

Purposive Communication Page 54

LESSON 2: Cultural Sensitivity in a Multimodal Text

Culture

Culture comes in many shapes and sizes. It includes areas such as politics, history, faith,
mentality, behaviour and lifestyle. The following examples demonstrate how a lack of cultural sensitivity
led to failure:

-Sony Corporation promoted a Black-against-white ad

in their multi-vignette PlayStation Portable campaign
in 2006. The ad featured a strong-looking white
woman, dressed in all white, clawing and dominating a
subordinate Black woman. The ad was constructed to
promote their new ceramic white PSP. It depicted
racism for the black.

- When colouring in 800,000 pixels on a map of India, Microsoft coloured eight of them in different
shades of green to represent the disputed Kashmiri territory. The difference in greens meant Kashmir
was shown as non-Indian, and the product was promptly banned in India. Microsoft was left to recall all
Purposive Communication Page 55
200,000 copies of the offending Windows 95 operating system software to try and heal the diplomatic
wounds. It cost them millions.

-The fast food giant McDonald's spent thousands on a new TV ad to target the Chinese consumer. The
ad showed a Chinese man kneeling before a McDonald's vendor and begging him to accept his expired
discount coupon. The ad was pulled due to a lack of cultural sensitivity on McDonald's behalf. The ad
caused uproar over the fact that begging is considered a shameful act in Chinese culture.

-A nice example of how pictures don't translate well across cultures is the time staff at the African port
of Stevadores saw the 'internationally recognised' symbol for "fragile" (i.e. broken wine glass) and
presumed it was a box of broken glass. Rather than waste space they threw all the boxes into the sea.

-When the US firm Gerber started selling baby food in Africa, they used the same packaging as in the US,
i.e. with a picture of a baby on the label. Sales flopped and they soon realised that in Africa, companies
typically place pictures of contents on their labels.

-Pepsodent tried to sell its toothpaste in South East Asia by emphasizing that it "whitens your teeth."
They found out that the local natives chew betel nuts to blacken their teeth which they find attractive.

-The film "Hollywood Buddha" showed a complete lack of cultural sensitivity by causing outrage and
protest on the streets of Sri Lanka, Malaysia and Burma when the designer of the film's poster decided
to show the lead actor sitting on the Buddha's head, an act of clear degradation against something holy.

-The concept of Big Brother was somehow taken to the Middle East. The show was pulled of the air
after its first few episodes due to public protests and pressure from religious bodies stating the show's
mixed sex format was against Islamic principles.

-A golf ball manufacturing company packaged golf balls in packs of four for convenient purchase in
Japan. Unfortunately, the number 4 is equivalent to the number 13 due it sounding like the word
"death". The company had to repackage the product.

Language
The business world is littered with poor translations that have caused great embarrassment to
their perpetrators due to their lack of cultural sensitivity. The following are some of the choicest
examples:

-IKEA once tried to sell a workbench called FARTFULL - not a hugely popular product for obvious
reasons.

Purposive Communication Page 56

-Both Clairol and the Irish alcoholic drink Irish Mist did not properly consider the German language
when they launched their products there. Clairol's hair-curling iron "Mist Stick" and the drink "Irish Mist"
both flopped - why? 'Mist' translates in German as "manure".

-The Japanese seem to have a particular flair for naming products. The country has given us gems such
as "homo soap", "coolpis", "Germ bread" and "Shito Mix".

-A new facial cream with the name "Joni" was proposed for marketing in India. They changed the name
since the word translated in Hindi meant "female genitals."

- Coors had its slogan, "Turn it loose," translated into Spanish, where it became "Suffer from diarrhoea."

All the examples cited above could easily have been avoided by conducting some basic research
in respect to checking the concept, design, shape, colour, packaging, message or name in the target
culture. In the majority of cases it is simply assumed that 'if it is OK for us it is OK for them'. If businesses
want to succeed internationally, cultural sensitivity must be at the heart of everything they do; from
their personal interaction and relationships with clients to the products/services they develop.

[Link]

Purposive Communication Page 57

 This chapter focuses on the understanding of communication aids and strategies using
tools of technology.

LESSON OUTCOMES:

At the end of this lesson, the students should be able to:

[Link] ideas through oral, audio-visual, and/or web-based presentations for different
target audiences in local and global settings using appropriate registers;
2. Adopt awareness of audience and context in presenting ideas; and
3. Create an audio-visual, and/or web-based presentation to promote cultural values

LESSON 1: TECHNOLOGY –BASED COMMUNICATION TOOLS

Communication combined with technology is called as backbone of social interaction. Here

are some of the technology-based communication tools:

Email

Email has become a standard form of business communication, particularly for short
messages that require action. This allows you to take care of a lot of customers, as well as
partners and other stakeholders without lengthy conversations. Modern software allows you to
send the same email to all interested parties so that you can keep your message, name and
products in the forefront of their minds.

Texting

Texting has become the most personal form of business communication. The personal
text number is reserved for a few close associates. Your communications by text tend to be
more urgent than email. If a business is moving too slowly, you should examine whether you
are taking full advantage of texting.

Purposive Communication Page 58

Instant Messaging

Instant messaging tends to be for longer discussions than texting. You can engage
someone in another city, state or country in a conversation that can lead to a lucrative business
deal. The advantage of this electronic conversation is that you can take time to think before you
respond. Moreover, it is an application that can contribute to the success of a negotiation. In
face-to-face conversations, it can be difficult to pause long enough to gather your thoughts.

Social Networking

Social network sites such as Facebook and MySpace can be essential to getting your
message out. You will have to adjust your communication style to a more informal approach.
Friends can be gathered on these sites. These can also be a place to do relationship marketing.
Instead of sales pitches, place messages on these sites that sound like you have a good deal for
your friends.

Private, Group Messaging, & Chat Tools

Discussion Forums

Purposive Communication Page 59

Source : [Link]
communication-tools-every-company-should-be-using

Tweeting

The website Twitter allows you to broadcast very short messages called “tweets” to
people who have elected to follow your posts. This is not the place for a long treatise. Instead,
briefly refer to a new product, message or development a company is excited about. This may
not result in immediate sales, but it will result in awareness of a company in the marketplace.

Blogs

The word “blog” is short for “web log.” These sites are often written by amateurs, but
getting a blogger to review a product or service can be a good way to spread the word about
small business. Contact bloggers by email, usually listed on their blogs, and ask them to take a
look at your product or service. You can spread the word informally and quickly through this
technology-based communication. Many companies, from sole proprietorships to large
corporations, have established their own blogs as a primary communication channel to the
public.

Purposive Communication Page 60

Video Conferencing

When you want to convey your message with physical gestures and facial expressions,
this form of technology can be an effective communication tool. Using video-conferencing can
help save travel money. If you and another person both have cameras and the right software,
you can see each other and talk to each other on your computers. This gives you the face-to-
face meeting you need without having to be in the same location.

Source: [Link]
[Link]

Purposive Communication Page 61

LESON 2: MULTIMEDIA PRESENTATION

Multimedia uses a combination of different content forms such as text, audio, images,
animations, video and interactive content. Multimedia is distinguished from mixed media in
fine art; by including audio, forexample, it has a broader scope.

A presentation program is a software package used to display information in the form of

a slide show. It has three major functions: an editor that allows text to be inserted and
formatted, a method for inserting and manipulating graphic images, and a slide-show system to
display the content.

A multimedia presentation differs from a normal presentation in that it contains some

form of animation or media. Typically a multimedia presentation contains at least one of the
following elements: Video or movie clip. Animation Sound (this could be a voice-over,
background music or sound clips)

Twelve Tips for Creating Effective Presentations

PowerPoint has become the de facto presentation tool for most of us. However, when
used improperly, PowerPoint slides can actually interfere with communication, rather than pro
mote it. Communications researchers have identified concepts that have subtancial implication
for how we can create the most effective presentations (Harrington and Car, 2010).

Harrington and Car (2010) suggested some tips with good and bad visual examples to
help presenters identify and avoid bad PowerPoint habits, and to promote awareness of how
nest to use Powerpoint to create effective and meaningful presentations.

1. Design a template that is free from distracting items.

∙ Strive for simplicity and readability.
∙ When creating your template, keep in mind the advice of French writer Antoine de
Saint-Exupéry:

“A designer knows he has achieved perfection not when there is nothing left to add,
but when there is nothing left to take away.”

2. Ensure your template promotes readability.

∙ Choose color combinations that make it easy for the audience to read your slides.

Purposive Communication Page 62

3. Select a sans serif font.
∙ Limit your fonts to two, at most.
∙ Sans serif fonts (translated as “without serifs”), such as Calibri, Arial and Trebuchet,
produce a cleaner, less cluttered, easier to read look.

4. Always use fonts that are 24 point or larger.

∙ Displaying text that is too small to read compromises your message and frustrates your
audience.
∙ If you have more text than can reasonably fit on a screen using at least 24 point
fonts, then either: (a) create another slide or (b) shorten your text. As noted in tip #11,
let your handout contain the detailed information and use your presentation to
highlight your most significant points.

5. Incorporate high quality photos, images or diagrams that reinforce your verbal message.
∙ Avoid clip art, since it can make your presentation look dated and unprofessional.
∙ Incorporating your text into the photo presents a more unified and visually pleasing
message than having them completely separate.

6. Use phrases or abbreviated sentences, rather than full sentences.

∙ With the possible exception of short direct quotes, keep full sentences in your oral
presentation and off the screen.
∙ “Humans are incapable of reading and comprehending text on a screen and listening to
a speaker at the same time. Therefore, lots of text (almost any text!), and long,
complete sentences are bad, Bad, BAD” (Reynolds, 2010, p. 57).

7. Use bullet points sparingly. If using bullet points, be sure they are less than six words long.
∙ The most effective sliders are often with the least text.
∙ If you want to use and outline organizer your talk, keep it on paper rather that putting it
on as bullets.

8. Eliminate the use of headings or titles unless they communicate the main message.
∙ Headings should not be used to introduce or identify the topic of the slide, though
they may be useful to call attention to the main finding in a chart or graph.
∙ Otherwise, headings tend to be redundant and should be eliminated.

Purposive Communication Page 63

9. Use animation, slide transitions, audio, and video sparingly
∙ The audience’s attention is immediately drawn to the movement on the screen, thus
breaking their concentration on the presentation content.

10. Highlight the most important information in tables and graphs.

∙ If needed, use builds to present data in a series of bite-sizes pieces.
∙ Consider the pace when presenting tables/graphs on screen.

11. Create a handout to accompany your presentation.

∙ Slides should be designed to visually enhance (not summarize) your presentation.
∙ Handouts should be well-written comprehensive reports, containing
detailed information such as complex charts, data, analyses, and refrences.

12. Be passionate about your topic.

∙ The slides should serve to enhance your oral presentation
∙ Bullet points are not passionate, not even wen they arre highly decorated.

Purposive Communication Page 64

 This chapter focuses on the communication purposes. Discussion on informative,
persuasive and argumentative communication and types of speeches and public speaking are
covered in this chapter.

LESSON OUTCOMES:

At the end of this lesson, the students should be able to:

1. Convey ideas through oral, audio-visual, and/or web-based presentations for different
target audiences in local and global settings using appropriate registers;
2. Create clear, coherent, and effective communication materials;
3. Present idea persuasively using appropriate language registers,tone, facial expressions
and gestures; and
4. Adopt awareness of audience and context in presenting ideas.

LESSON 1: UNDERSTANDING CONVENTIONS OF TRADITIONAL GENRES

Steps in Communication Planning

5. Research and analyze or take stock of current situation.
Consider these:
1. Research
2. Resources
3. Communication Opportunities
4. Communication Impediments

Purposive Communication Page 65

 2. Goals and Objectives
Consider these:
1. Changes you wish to cause
2. Steps to reach goals
3. Who, what ,when, how to communicate
3. Target Audience
Consider these:
1. Defining audience
2. What they know
3. What influences them
4. Communication Impediments
4. Key messages
Consider these:
1. Essential ideas
2. The Message
3. Specific needs are understood and acted upon
5. Communication Strategies
Consider these:
1. Resources
2. Effective communication
3. Outcomes delivery
6. Evaluation
Consider these:
1. Communication plan
2. Message
3. Audience
4. Surveys
5. Audits
6. Focus group sessions

Purposive Communication Page 66

LESSON 2: TYPES OF COMMUNICATION

A. WRITTEN COMMUNICATION

There are several types of written communication discussed in this section: electronic
mail, memoranda, letters, reports and papers. Professionalism and effectiveness in written
communication depends on choosing the best type by which to express a subject, and then
following basic guidelines for conveying your message to the recipient.

1. Electronic Correspondence

Electronic mail, or e-mail, is appropriate for short, rapid communications. It is not

effective for conveying large amounts of information or complex information. Because e-mail is
quick and easy, it is sometimes mistakenly considered informal. And certainly, when you
correspond with friends, informality is acceptable. But in other circumstances, e-mail should be
formal and professional. Below are some general considerations for professional e-mail
correspondence and etiquette (Hassett, 2003):

• Consider the audience and occasion, and avoid informality and jargon
• Use a courteous tone in your message; avoid provoking misunderstanding or anger by
being too abrupt
• Indicate the subject of the message
• Greet the addressee appropriately
• Organize your thoughts and communicate them clearly and concisely
• Keep e-mail messages brief and to the point
• Use proper English, grammar, and spelling; proofread before sending
• Sign your name to the message
• Read messages you receive carefully before responding
• If you need time to compose a reply, send a brief message acknowledging receipt and
communicating when you intend to respond in full

Purposive Communication Page 67

Example of an Unprofessional E-mail

From:
esfstudent@[Link] To:

facultymember@[Link]

i need a drop slip to dorp my class but you were’nt in

your office before. when will you be around?
Example of a Professional Polite E-mail

From: esfstudent@[Link] To:

facultymember@[Link]
Subject: advisee dropping a class

Hello Dr. Forest,

I would like to drop one of my classes. Do you have a

convenient time today when I may stop by your office
for your signature?

Thanks,

Nice Student

2. Memoranda

A memorandum, or memo, is used to communicate specific information, usually within

a department, or organization. It is more formal than an e-mail, and can be used to transmit
more information– up to a page or two. Still, the information you convey should be relatively
straightforward and uncomplicated. Below are some general guidelines for memos.

• Format a memo with To, From, Date, and Subject (or Re:) lines
• Use proper English, grammar, and spelling
• Use a courteous, professional tone
• Be clear and concise
• Clearly state if a reply or other action is required or requested
• Print the memo on letterhead or a word-processing memo template

Purposive Communication Page 68

Example Memorandum

Purposive Communication Page 69

 3. Letters

Letters are the means of formal, professional communication with others outside an
organization. Sometimes, letters are used within an organization to formally present a
secondary document, such as a committee report. Letters can convey more detail than a
memo, and should always be used to introduce a resume. Below are general guidelines for
drafting a letter as well as an example business letter.
• Format a letter with the complete address of the recipient
• Print the letter on letterhead, or compose a header with the sender’s complete address
and contact information
• Use a formal greeting, such as “Dear” or “To whom it may concern”
• Organize the information, and be clear and concise
• Include a formal closing, such as “Sincerely” and sign and print your name

Example Business Letter

Purposive Communication Page 70

 4. Reports and Papers

One of the most frequent forms of written communication that you will use to complete
assignments in your courses is the report or paper. The format for particular assignments will
often be given by a professor, but below are the basic elements of a report and guidelines to
follow for writing a paper. Also see the section on Citation.

Basic Components of a Report

• Introduction
• Literature Review
• Methods and Materials • Results
• Discussion • Conclusions
• Bibliography

General Guidelines for Writing Papers

• Use one inch margins, 12 point font, double-line spacing, and page numbers
• Avoid second person and passive voice
• Spell-check, grammar-check, and proofread (Spell check alone is insufficient! For example,
“Magellan circumcised the glob” does not contain spelling errors, but is certainly not the
intended communication) (Henriksson, 2001).
• Organize your thoughts by preparing an outline before writing
• Start a paper with an introduction and end with a conclusion
•Cite your sources internally, and include a works cited and/or bibliography in proper format
(see the citation section of this handbook)

Purposive Communication Page 71

Sample Police Report

Source:
[Link]
bm=isch&source=iu&ictx=1&fir=npjGkhY8wDWPAM%253A%252CVAEMpvwrlhkzlM%252C_&usg= IwNG4efCWvY4pmzJfDB
fYa10rUk%3D&ved=0ahUKEwiFhaO3x5_aAhULl5QKHaOxDdwQ9QEIMjAC#imgrc=OPckH5tkslg01M:

Purposive Communication Page 72

B. ORAL COMMUNICATION

Oral communications include simple telephone calls, interviews for class projects or
research studies, and informal and formal presentations. Having a clear idea of what you want
to say or ask is essential to effective oral communications.

1. Telephone Conversations

Telephone contact between forest and natural resource managers and the general
public or client groups is very common. Throughout your career, you will need to answer
incoming telephone calls politely, even when conversing with a disgruntled individual. When
contacting other individuals by telephone, consider these steps.

• Prepare a list of questions to ask the person you are contacting prior to making the phone call
•Always clearly identify yourself and your affiliation. o Example: My name is . I am a
student at the SUNY College of Environmental Science and Forestry in Syracuse.
•State your purpose for calling. o Example: I am working on a project for my forest
management class, and was wondering if you could provide some input for this project based
on your experience as a forest manager.
•Ask your questions clearly without interrupting the person you are talking to, and take notes
on the conversation.
• Thank the person for his or her assistance.
• Be prepared to leave a message in case the person is not available. When leaving a message
on an answering machine, clearly state your name and, speaking slowly, include your phone
number and the purpose of your call. Also indicate if you will be calling the individual back or if
you’d like him/her to return your call.

2. Interviews

Often interviews are required for class projects or qualitative research studies. If you
plan on conducting a qualitative research project, coursework in qualitative research methods
will be necessary. Because of the complexity involved in conducting qualitative research
interviews, this section of this manual will discuss conducting an interview for a class project
only. Some guidelines for conducting basic interviews for class projects follow.

•Understand the benefits of telephone versus in-person interviews. Telephone interviews are
especially useful when distance prevents you from interviewing in person. In person interviews
Purposive Communication Page 73
often provide more detailed information because of the more-personalized contact between
you and the interviewee. Choose the form that is best based on project requirements and
travel limitations.
• Use an interview guide (i.e., a list of questions to be used during the interview). An interview
guide will help you keep the conversation focused and will prevent you from forgetting any
important questions. Make sure the questions apply to the interviewee’s personal experience.
• Always introduce yourself and the purpose of the interview.
• Let the interviewee know the purpose for which you will be using his/her comments.
•Obtain permission to conduct the interview. If you plan on tape recording an interview, always
ask permission before turning on the tape recorder, then ask permission again once the
tape is recording. Let the interviewee know that he/she can stop the interview at any time.
• Always thank the interviewee at the end of the conversation.
• Always send the interviewee a copy of any reports resulting from the project.

3. Presentations

Presentations can either be informal (for example, a class presentation or a short

presentation at a meeting) or more formal, such as a presentation at a workshop or conference,
and speeches. Similar guidelines apply to both types of presentations.
Both general guidelines and guidelines specifically, for Power Point and overhead
projector presentations are included below.
• Know your audience. Understanding the interests of your audience is essential to
understanding how to focus your presentation. Speak to the interests and educational level of
your audience.
• Dress appropriately. Dressing appropriately for your audience can help to connect you
to your audience. For example, dressing in a formal suit for an audience of foresters may
create a psychological barrier between you and your audience. In this instance, casual
but neat attire may make you more approachable to your audience. For formal
conference presentations, a suit may be more appropriate. If you are unsure about the
dress code for an event, ask someone who has attended a similar conference or
meeting before.
• Carefully structure your presentation. Your presentation should be well organized and
include the following: o a title slide that shows your name and the title of your
presentation, o the body of information you are presenting, and o a clear conclusion
that summarizes your presentation (never end with “that’s it.”)
• The information on the slides should be presented in a logical order, beginning with
basic concepts and leading into more detailed information towards the end of your
presentation.

Purposive Communication Page 74

• Practice your presentation. Practicing your presentation beforehand is always a good
idea. Have a friend or family member watch your presentation. Ask him or her to let you
know if you have any mannerisms (e.g., saying “ummm” frequently, turning your back
to the audience, etc...) that you need to eliminate, or if any of the concepts presented
do not make sense. Practicing will also allow you to identify any portions of your
presentation that do not flow properly and that need further work.
• Know the time limit for your presentation. Most class and conference presentations
have a time limit that is strictly enforced by an instructor or moderator. Make sure that your
presentation does not go beyond this time limit. Timing your presentation beforehand will
clarify if you need to cut back on the amount of material presented.
• Stimulate audience interest. There are several ways that a presenter can increase the
audience’s interest in the presentation.
• Use visual media when appropriate. For panel presentations, visual media are often not
used. For most other presentations, however, providing a visual aspect to your
presentation can be extremely effective in maintaining audience interest in your topic.
• Always speak enthusiastically (never in a monotone).
• Get the audience involved in your presentation. Asking the audience questions and
bringing in examples of items that can be passed around (e.g., field equipment or
publications)
are two ways to get the audience involved.
• Call for questions after your presentation. Once you have concluded, ask the audience
members if they have any questions for you. Never put down or downplay the importance of
any question, as this will discourage others in the audience from asking questions. Never argue
a point of view during a question and answer period; just state your response and end it there.
Finally, if you do not know the answer to a question, admit it. You can always say that you don’t
know the answer at that time but can find out the answer and respond to the audience
member later with the information.

..

Purposive Communication Page 75

Sample Political Speech

Speech
of
His Excellency Ferdinand E. Marcos
President of the Philippines
On a New Philippines, a New Republic

[Delivered on June 18, 1981]

A NEW PHILIPPINES, A NEW REPUBLIC

Sixteen years ago, on this same sacred ground, we shared together a vision of Filipino greatness.

It was this vision which guided us in the gravest crises; we owe to it our triumphs; it has kept us whole.

You will recall that on my second mandate, I gave it a definition– the New Filipinism. I said then that “the New Filipinism
represents the discipline and the ethic of independence, that it seeks the substance rather than the shadow of freedom, that it
develops independence beyond formality to reality.”

Let me recall to you the exact words, for they provide a perspective for today:

“Under the influence of this spirit, we have started to re-examine our own narrow outlook on ourselves and the world; we have
ceased to think ourselves as a small and insignificant nation, a non-entity in world affairs; we have started to re-examine the
time-honored postulates by which we have lived in the past five hundred years, and have lifted our sights to wider horizons and
more ambitious and peremptory goals.

“In the foreseeable future, this new spirit will prompt us to re-examine our own basic institutions and perhaps recast them to
make them more responsive to the needs of our people. We must not hesitate, from a sense of racial timidity, to change what
should be changed. From hereon we should be guided only by our own sense of what will advance, protect and fulfill our
national interest.

“We must aim at the reality rather than the formality of democracy. Political and social institutions that merely perpetuate
entrenched privileges based on the accident of birth must be remolded or replaced with new ones that promote genuine
democracy. . .

“We must not be afraid of innovation in our social, economic, political and cultural life. The New Filipinism is a call for
innovation– a revolution directed against the sterile and self-defeating habits of the race but without bloodshed and without
fratricide.

“The New Filipinism is. ultimately a call to greatness. But any form of greatness must begin with an act of will. . . Transformed by
the New Filipinism, the Filipino people will no longer return to the sterility, mediocrity and timidity of the past. The new spirit of
achievement will be indestructible, and will fashion, in time, a great nation of Asia.”

In connection, I asked you, the Filipino people, whether we should venture into a new world of possibility or retreat to the
safety of a familiar but sterile past, and your answer was– we should cross the frontier.

Twelve years have passed since we enunciated the New Filipinism. We have not only re-examined our outlook on ourselves and
the world; we have, in fact, changed it– as well as the world’s regard for us. That foreseeable future of re-examination of our
basic political and social institutions has come to pass: we have radically changed our institutions; we created a new social and
political order. In sum, we changed what needed to be changed.

Purposive Communication Page 76

That all this had to be done under a crisis government attests to the strength, the compelling power, of the vision rather than its
weakness. There was a profound sense of historical necessity when eight years ago, we have had to proclaim martial law. The
measures then undertaken were swift and sweeping, as it became evident that slow deliberation and political opportunism in all
its forms, subversion, and secession, were endangering the life and liberty of the nation.

This is neither the time nor place to review once again the undeniable achievements of the period– the reorientation of
economic policy, the recasting of attitudes and the revolution in society. Rather is this the time for another re-examination, for
having achieved so much, the question now is whether we have achieved enough.

It was not meant for this generation– a generation which has seen the horrors of war and confronted the challenges of peace–
merely to win the struggle for national survival. We were not meant, perhaps, simply to surmount crisis, heroic as that may be,
but to achieve national harmony, economic prosperity and social equality. Some may call it fate, others destiny, but whatever its
name, history has a will and logic which a people can only ignore at its own peril. Your overwhelming mandate appear to-
confirm this fate.

So, then, we must start anew.

Sixteen years ago, we woke up to a world in change. Now we are in a world of crisis and contradictions. The Third World nations
need to be self-reliant in a world that is irrevocably interdependent. All nations recognize the imperative necessity for a new
world economic order but few nations, especially the rich, would accept a change in their own economies. There is a clamor for
peace and a preparation for war. We need to cooperate but persist to take advantage. Meanwhile, the poor, which make up
two-thirds of the world’s peoples, are bewildered and resentful of the high professions and low intentions of the privileged.

It is against this setting that we have dedicated ourselves to the pursuit of a vision– Jose Rizal’s century-old prophecy of a New
Philippines. We are also infected with the world’s malaise, a particular reflection of its crises and contradictions. We are not,
therefore, exempt from the difficulties of the times.

Still, we have seen to the transformation of society. Institutions like barangay democracy have been established in order to give
our people true control of their lives in community. At a time when the common people of many nations no longer feel
sovereign in their lives, our own people, through the barangays, have a sense of purpose and control. The institutions, let us
frankly admit, are imperfect; they are young. But they are anchored on a philosophy that Filipinos recognize as their own– the
philosophy, or the ideology, if you will, of national liberation.

But where institutions are the protection of men, it is men who run them, and in this there are more imperfections still. The
reason for the failure of some is obvious: they have not “internalized,” as Mabini once pointed out in the original revolution, the
principles and tenets of the New Society. Thus we have experienced and heard of abuses and injustice, of privilege and
indifference, illnesses of old which plague our national life, which can no longer be endured either by this leadership or by our
people.

These illnesses– the social cancer, as it were– have their roots in the colonial past. They should no longer be a part of us. We
must, therefore, resist all the blandishments of the merchants of mendicancy, the propagators of the past, the advocates of
colonial restoration. Social injustice, graft and corruption, the abuse of power and the misuse of privilege, were partly
collaboration with and partly resistance of an abject people to a government which was not theirs. But we now live basically on
our own terms. We have no right to betray ourselves.

This was the noble purpose of the sacrifices and lives of our heroic forefathers. It was for this purpose that they established the
first authentic Filipino republic– the first Asian Republic– nearly a century ago and it is the purpose of our New Republic, which
we inaugurate today, keeping faith faith with the vision of unity, equality, and liberty.

We look back on the First Republic because it was self-proclaimed by the Filipino people on June 12, 1898; for three hundred
and fifty years, the inarticulated aspirations of the people had inexorably led to this event. There were, to be sure, two other
independence days– on October 14, 1943 under the sponsorship of the Japanese Imperial Army and on July 4, 1946, as a grant
of the American government. It is not in denigration of these events that we choose to call ours the New Republic, with its
historical roots in Kawit, but out of a rediscovered sense of identity and recovered national pride. Our national liberation must
be an act of our own political will.

Purposive Communication Page 77

 What is then new in our republic is its fidelity to our historical legacy and its repudiation of the colonial past, in so far that its
opportunism and mendacity have left their mark upon us.

Possessed of our identity, restored to our destiny, we can meet any external challenge and bear any difficulty. But the way of
national liberation is not imperilled by forces outside of ourselves; it is ourselves that we must ultimately conquer. Tempting,
indeed, is the comfort of collaboration against the perils of resistance; a royal road seduces those who would progress without
sacrifice, who would be free without effort. Yet history has marked this as a false road whose destination is enslavement and
oblivion. In this regard, there can be no one to look to; there can be no outside savior. There is only us– the Filipinos.

We cannot survive, we cannot advance without being one race, one nation. We have known where division has led us– let us
dare where unity must lead us.

The national unity that is so vital to our existence is a covenant between each and every Filipino; it is also a covenant between
the leader and his people. The rare honor that you have bestowed on me as your thrice-elected leader imposes on my person–
and those closest to me– a debt, an obligation, that I cannot shirk and a pledge that I dare not betray. Let history judge me
harshly on this, my renewed pledge: that until every Filipino can say with conviction that he has been liberated from the
bondage of ignorance, poverty, and disease– that until he can call his mind, body, and spirit truly his own, I shall have failed you
and betrayed your trust.

From you, my countrymen, I ask the utmost commitment, the limits of your capacities as citizens, the endurance of all hardships
and sacrifices for the common good– not as a personal demand but as a way of your keeping faith with the vision of our race.

Give all that you can give to your country, and, God-willing, I will give you, with your support, a society that will respond to all
your needs for a decent and honorable life.

We have not been brought into this world simply to enjoy and indulge a brief existence. The poorest among us have a sense of
life as meaningful existence. In our most miserable state, we are a part of mankind and its noble dream. We may call it, as we
call it now, Filipino humanism, a nationalist humanism, but behind the concept and the precept is that certain knowledge within
us that Man is the wonder of creation, that all of us must, in the end, realize ourselves in the service of our common humanity.

Let us call on the intransigent to realize their just purposes with us; let us awaken the unconscious and enlighten the misled; let
us listen to our detractors in honest counsel. Let us, in sum, get together, bind the wounds of the past, and, in one united effort,
realize the aspirations of our people. !

We must also be firm in our resolution and not compromise our aims. History is a merciless and at times even a cruel judge. As
your president, I will risk the judgment, but as your fellow-countryman, I urgently appeal to you to spare the next generations
from the retribution which could be brought about by our own complacency.

We must liberate ourselves for the sake of a new republic, the inevitable child of the new society.

As I asked you twelves years ago, I ask you now: let us cross one more frontier!

Source: Presidential Museum and Library

Marcos, F. E. (1981). Speeches by President Ferdinand E. Marcos. [Manila] : Presidential Library.

Purposive Communication Page 78

C. GRAPHIC COMMUNICATION

Here are some guidelines to consider in preparing graphics for your written and oral
communications. In every case, a good general rule is that the table, graph, or map should have
enough information to be understood if removed from the larger report.

1. Tables

A table is a convenient way to present data. Separate tables (numbered in the order of
their first appearance) should be used for all but the simplest tabular material. Every table
should have an informative title, which should make the tables intelligible without reference to
the text. Rows and columns should be clearly identified. Most word processing packages have
utilities to construct tables, and with a little practice a table can be customized by merging cells,
using a combination of no, regular, or bold lines, changing column widths, etc. See Table 1 for
an example.

Example Table

Purposive Communication Page 79

 2. Graphs

A graph is simply a device to present data. Various types of graphs are utilized to convey various
date. The table below provides guidelines for choosing the best graph to illustrate your data.

Data requirements for common graph types

EXCEL Graph Type Dependent Variable (Y axis) Independent Variable (X axis)

column continuous discrete/category

bar discrete/category Continuous
line continuous discrete/category
pie continuous (size of slices) discrete/category (# of slices)
area continuous discrete/category
scatter continuous continuous

For each type of graph, there are rules to ensure accurate data portrayal. Consider the data set
presented in Table 1, and the following example graphs that use the data.

Examples of Ineffective Graphs

Figure 1 was generated in Microsoft Excel

using default choices from the Chart Wizard
feature. The graph may seem attractive, but is
deficient for several reasons. First, the
horizontal and vertical axes do not have labels,
and the Series 1 box is not necessary. These
are corrected in the next figure.

Purposive Communication Page 80

 Figure 2 has the axes labeled and the Series 1
box removed. However, the horizontal axis
does not include all the intervals, box lines
and tick marks are too narrow, the weight and
size of fonts for the axis titles are too small,
and both the horizontal lines across the figure
and default shaded background are
unnecessary. These are corrected in the next
figure.

Figure 3 is in final form except for a lack of a

descriptive title. Also, it is generally useful to add a
trend line via regression analysis to convey the
precision of the data and allow for prediction (when
will the world champion pumpkin exceed 2000
pounds?).

Example of an Effective Paragraph

Note that this graph

represents the data
appropriately, is
numbered, has a caption,
and labels for both axes.

Purposive Communication Page 81

 Tufte (1997) has written three books devoted to display of quantitative information.
The following “principles of graphical excellence” are adapted from his first volume.

• Graphical excellence is the well-designed presentation of interesting data – a matter of

substance, of statistics, and of design.
• Graphical excellence consists of complex ideas communicated with clarity, precision,
and efficiency.
• Graphical excellence is that which gives the viewer the greatest number of ideas in the
shortest time with the least ink in the smallest space. • Graphical excellence is nearly
always multivariate

3. Maps

Map is a spatial method of communicating information about a project, process, travel

route or idea. The key word is spatial: how something is distributed in space or how you get
from location A to location B. Getting from A to B can be described either through a map or
through a set of steps, as anyone who has used MapQuest or Google maps knows. For some
people, the map showing the route is a more effective way to communicate than the stepby-
step instructions. Some spatial information is just best communicated with a map, and,
depending on your audience, a map can provide effective context.
There are several elements required for effective, professional maps. These are
illustrated in the example maps following the descriptions of map elements.

Map Elements

• Border. You should enclose it with a border to tie all the elements of the map together.

•Title. The map title should be in large type and perhaps a different font. This gives your
audience an initial idea about the subject of the map.

•Neatlines. Various elements of the map, in particular the graphic map itself, may have a
neatline surrounding them. In both example maps there is a neatline around the textural
material, and in Map B the legend is surrounded by a neat line.

•North Arrow. If the North Arrow is not present, N is assumed to be straight up the page.
Although placement of the North Arrow is a graphics choice, providing this feature may
eliminate questions.

Purposive Communication Page 82

•Legend. A legend is usually required with any map. However, Map A is so simple that a legend
is not required. If you use a legend, you should only list the features actually in the map. File
names of features used in the mapping software should not be used. You should edit the
legend so it makes sense. Since the viewer’s eye travels across your map from upper left to
lower right, good practice requires that the legend then be in the lower right hand side of the
map (see Map B). This is not always possible, however.

•Scale. You must include a graphic scale bar and/or the mathematical scale. The verbal or
textural scale (1 inch = 1 mile) should not be used because if the map is copied the verbal scale
will no longer be correct.

•Text boxes. These describe the purpose of the map and any other information important for
the viewer to understand the map.

•Metadata. Metadata is data about data. You should include the Projection or Coordinate
system used. Coordinate system notations must include the Datum (like NAD27, NAD83, etc.)
and the zone number. For example for Universal Transverse Mercator in central NY the notation
is UTM Zone 18 NAD27 (or NAD83) and for a State Plane coordinate system the notation is SP
Zone 1842 NAD83 (or NAD27).

•Balance and white space. The map should be balanced so that it does not visually “fall over”.
This is really a judgment call on your part. White space is another artistic property of a map. A
map with too little white space appears crowded, while a map with too much white space is not
well tied together.

Example Maps

Map A shows the four counties that were used in a study. The map clearly shows the
geographic position of the counties and the fact that they are spaced more or less uniformly in
a North-South direction over the eastern half of the state of New York. To further define the
spacing and orientation of the 4 counties would take many more words that those used above
but the map instantly and clearly makes the distribution of the counties clear.

Purposive Communication Page 83

 MAP A

Map B is a more complex map showing the relationship between existing power substations
andpower transmission lines to possible new sawmill locations. Since the ability to move raw
material to the mill and finished products to market the road network is also important to
understanding the problem of mill location. Also important is the location of forested land
cover. The interrelationships between these variables are clearly evident in the map and would
take many words to describe. Thus, the cliche– “a picture is worth a 1,000 words”– does
sometimes hold true.

MAP B

Purposive Communication Page 84

For more information on creating effective, professional maps, see Dr. Herrington's PowerPoint presentation on
map composition.7 Brewer’s (2005) text on Designing better Maps and her color assistant web site (Brewer
2006) provide more information on map design.8

CITATION

Citation is an integral component of formal, professional communication. Although perhaps

most strongly associated with written work, citation is important in oral and graphic communication
also. If you use a quotation when giving a presentation, or copy a graph onto a PowerPoint slide, you
must credit the original author. Likewise, if utilizing a chart or table from a book within your paper, even
if you have added some information, you must reference the original creator of that chart or table. The
purpose of citation is twofold. First, it references sources and ideas or words attributable to others and
documents the research process. Second, it enables a reader to find the original work and words being
referenced. If the author of a paper has paraphrased someone else’s idea, the reader may want to see
the original sentences. The reader might also want to consult the original source to understand the
context of a particular quotation. Thus, citation must provide all of the details necessary to find a
referenced piece of literature. Different disciplines employ various citation formats. For example, the
humanities typically use footnotes, whereas the natural sciences typically use parenthetical references.
Citations are utilized within the body of a paper and they are also listed at the end of a document in
either a Bibliography or a Works (or Literature) Cited.9

There are a number of accepted styles, such as Chicago, Turabian, Modern Language
Association (MLA), and Council of Biology Editors (CBE). Different professors may provide various
guidelines for referencing, just as different scholarly journals require different formats for their
publications. Your primary objective is to be consistent and complete, and to learn the habit of
referencing others’ works. Generally, the Literature Cited is a list of alphabetized sources, single-spaced
with hanging indentation, with one line between entries. Below are online guides to consult and follow
in the absence of specific guidelines.

Online Citation Guides

A Research Guide for Students, by I. Lee ~ Various Styles
[Link]

Purdue Online Writing Lab ~ MLA Style

[Link]
g

University of Wisconsin Madison Writing Center ~ Chicago Style

[Link]
l

Purposive Communication Page 85

Plagiarism

When you do not cite your sources, or keep close track of your research process, you
run the risk of plagiarizing. Plagiarism is presenting someone else’s ideas, work, or words as if
they were your own. Plagiarism includes copying from a source without citing it, using the same
words without using quotation marks (even with a citation), or improperly paraphrasing (re-
wording) another's work. Always cite sources you consult. You must attribute words, ideas,
interpretations, information, and knowledge that is not your own to the appropriate author or
source.

The College does not tolerate academic dishonesty. The penalty for plagiarism may be a
grade of zero for a particular assignment, or failure of a course. The ESF policies on academic
dishonesty are covered in the Student and Judicial Handbooks and in Academic Integrity @
ESF.10 Students are expected to read and understand these policies. Below are links to other
webresources about plagiarism, even unintentional plagiarism (i.e., improper paraphrasing).

Online Resources

Avoiding Plagiarism. Purdue University Online Writing Lab.

[Link]

Avoiding Plagiarism: Mastering the Art of Scholarship. University of California –

Davis, Student Judicial Affairs. [Link]

Plagiarism : What It is and How to Recognize and Avoid It. Indiana University
Bloomington, Writing Tutorial Services.
[Link]
m

Purposive Communication Page 86

LESSON 3: PUBLIC SERVICE ANNOUNCEMENT

A public service announcement, commonly known by the PSA acronym, is a message

spread in the interest of the public. The objectives of PSAs are to raise awareness and change
public attitudes, opinions, or even behavior towards an issue. These messages can be
instructional, inspirational, or even shocking to elicit emotion and action.

What do you want the world to know? That's the central question asked when you are
creating a public service announcement (PSA), which is any message promoting programs,
activities or services of federal, state or local governments or the programs, activities or
services of non-profit organizations.

Often in the form of commercials and print ads, PSAs are created to persuade an
audience to take a favorable action. PSAs can create awareness, show the importance of a
problem or issue, convey information, or promote a behavioral change. Whether you have a
cause of your own or you are an educator, PSAs create a forum for learners to actively
participate in a project that allows them to become stewards of — and advocates for — social
change.

PSAs came into being with the entry of the United States into World War II. Radio
broadcasters and advertising agencies created a council that offered their skills and facilities to
the war effort, creating messages such as, "Loose lips sink ships," "Keep 'em Rolling" and a
variety of exhortations to buy War Bonds.

Today that same council, the Advertising Council, now serves as a facilitating agency and
clearing house for nationwide campaigns that have become a familiar part of daily life. "
Smokey the Bear" was invented by the Ad Council to personify its "Only You Can Prevent Forest
Fires" campaign; "A Mind Is a Terrible Thing to Waste" raised millions for the United Negro
College Fund; the American Cancer Society's "Fight Cancer with a Checkup and a Check" raised
public awareness as well as funds for research and patient services.

Yet the most recognized PSA consisted of only an egg, a frying pan and these 15 words:
"This is your brain. This is drugs. This is your brain on drugs. Any question?"

This only goes to show the massive impact PSAs have on our culture and our society.
You can make an impact too!

Purposive Communication Page 87

How to Create a Public Service Announcement

Jell (2010) suggested the following steps in creating a perfect public announcent:

1. Choose your topic. Pick a subject that is important to you, as well as one you can
visualize. Keep your focus narrow and to the point. More than one idea confuses your
audience, so have one main idea per PSA.

2. Time for some research - you need to know your stuff! Try to get the most current and
up to date facts on your topic. Statistics and references can add to a PSA. You want to
be convincing and accurate.

3. Consider your audience. Are you targeting parents, teens, teachers or some other social
group? Consider your target audience's needs, preferences, as well as the things that
might turn them off. They are the ones you want to rally to action. The action suggested
by the PSA can be almost anything. It can be spelled out or implied in your PSA, just
make sure that message is clear.

4. Grab your audience's attention. You might use visual effects, an emotional response,
humor, or surprise to catch your target audience. Be careful, however, of using scare
tactics. Attention getters are needed, but they must be carefully selected. For example,
when filming a PSA about controlling anger, a glass-framed picture of a family can be
shattered on camera. This was dramatic, but not melodramatic. Staging a scene
between two angry people to convey the same idea is more difficult to do effectively.

5. Create a script and keep your script to a few simple statements. A 30-second PSA will
typically require about 5 to 7 concise assertions. Highlight the major and minor points
that you want to make. Be sure the information presented in the PSA is based on up-to-
date, accurate research, findings and/or data.

6. Storyboard your script.

7. Film your footage and edit your PSA.

8. Find your audience and get their reaction. How do they respond and is it in the way you
expected? Your goal is to call your audience to action. Are they inspired?

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 Through a Public Service Announcement you can bring your community together around
a subject that is important to you. Will your PSA be on education, poverty, drunk driving, or
maybe even Haiti disaster relief? For ideas and examples, check out the Ad Council and the Ad
Council Gallery. Keep your message clear and simple, and target your intended audience. Take
advantage of your interests, and practice important critical thinking and literacy skills because
you will be spreading important social, economic, and political topics.

About the Author: Jaclyn Bell is a digital media instructor and the director of community
content for OneSeventeen Media Inc. as well as the competition director of the Young Minds
Digital Times Student Film Competition.

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This chapter presents communication for academic purposes.

LEARNING OUTCOMES:

At the end of this lesson, the students should be able to:

1. Write and present academic papers using appropriate tone,style,conventions and
reference styles;
2. Adopt awareness of audience and context in presenting ideas;
3. Convey ideas through oral,audio-visual,and/or web-based presentations for different
target audiences in local and global settings using appropriate registers;

LESSON 1: Research Paper

There are many different features available for looking at the purposeful uses of
communication. One of the most common tasks that students will encounter throughout your
academic career is writing a research paper. You will spend a semester writing a research paper
either in your field of study or in area in which you are interested .You will learn how to use
research materials available in libraries and online, and investigate a topic of your choice,
gather materials, and organize them into a research paper. Without a doubt, writing a research
paper will require patience and rigorous discipline, but hopefully the process will also enable
you to pick up a few helpful skills along the way.

The immediate purpose of a research paper is to learn about something and to present
it in written form. Knowing how to write the research paper is a pre-requisite skill across the
disciplines – history, science, natural science, economics, business, management, language-in
both secondary and tertiary levels, and yet, most teachers will no longer bother to teach you
the rudiments of research because they assume you would have probably learned these before
hand.

It is important to your academic survival that you master the skills involved in research
paper writing. If you wish to pursue career in academe, law, journalism, or any field that

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requires the presentation and analysis of information or argumentation, you will realize that
research paper writing is an invaluable skill to possess.

What is a Research Paper?

Research paper goes by a surprising number of names, from the ordinary critical essay
to the ubiquitous term paper to the more daunting thesis or dissertation. However, there is a
set of core principles that define and differentiate the research paper from other forms of
composition writing.

For starters, a research paper is primarily characterized by its use of data gathered from
a wide range of sources to clarify, analyze, expound on, discover, discuss, and debate an [Link]
entails undertaking a scholarly endeavor and acquainting yourself with the variety of materials
at your disposal (e.g., the library, various institutions, field interviews, questionnaires, the
internet, email and the like) to support their claims.

A research paper goes beyond mere report writing, as it is an exercise in both critical
reading and writing.

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LESSON 2: Types of Research Paper

What are the types of research papers?

Research papers can be written across disciplines, regardless of the subject area.
However, the nature of the research paper can only be one of the two things: Analytical or
Argumentative.

Analytical Papers

An analytical research paper is one that uses evidence to study the facets involved in an
issue or [Link] definition, analysis entails breaking up a concept into component parts, and
restructuring them from your own perspective into a composite whole. A student who wishes
to do an analytical paper on the forces that led to the second Edsa Revolution will have to
survey information about the event, and then subject the data to close critical reading and
thinking in order to draw personal conclusions.

Analytical paper requires a writer to go beyond parts and subjecting the components to
close scrutiny and interpretation. If you choose to do an analytical paper, it is with the
understanding that you are not making judgments on the topic per se, but that you are going to
explore a topic for the purpose of being able to draw reasonable conclusions at the end. These
conclusions are personal opinion shaped by a critical understanding of the issues at
[Link] of these can be Literay Analysis and Potical Science Paper.

Argumentative Papers

In contrast to analytical papers, argumentative papers require you to take a stand on an

issue and defend it. In an analytical paper, it would be reasonable to assume that you do not
yet have a fixed or firm conclusion in your head when you begin the paper. But in
argumentative paper, it is clear from the start that you are advocating for something, and more
importantly, you want your reader to share your opinion, and will present evidence to make
your stand convincing.

In the end, it is not so much what you say that really matters but how you can prove it.
It is possible that your stand may be something your teacher disagrees with personally, but
even he/she cannot discredit you if you present an airtight argument.

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Sample Political Science Paper

Cleofas, Jeseca Nina C. May 21, 2017

Mocha Uson’s dubious Appointment as PCOO Asec

Mocha Uson was appointed as Assistant Secretary in the Presidential Communications Operations Office (PCOO) last
May 8, 2017. It was said to be that her role is to help the government in spreading its accomplishments as well as its messages
to Filipinos and to the media. Nevertheless, it was being associated with issues and questioned Mocha Uson’s appointment in
the government.

President Rodrigo Duterte shows Spoils System rather than Merit System who appoints someone in the civil service
based on political favoritism. Prior to this, it was witnessed that Mocha Uson buoyed Pres. Rodrigo Duterte in the last election
first and foremost through her blog which obtained almost 5 million followers. Duterte in an interview said that “I am just
paying back because she supported me in the last election; it is the right thing to do.”

Margaux Justiniano Uson, a 34-year-old known by her screen name Mocha Uson secured fame as the leader of the
Mocha Girls, an all-female sexy dance group. Uson earned a degree in Medical Technology from the University of Santo Tomas,
and then attended Medical School in the same University after dropping out to pursue a career in the Music Industry. In an
interview, one of the reasons why she stopped and later on decided to support the President was because of the murder of her
father, an RTC Judge in Pangasinan. “I was a second year medical student when my father was murdered. He was an RTC Judge
in Pangasinan, my hometown. He was killed in the line of duty in an ambush shooting. Several years later, still no justice for my
father. This is what I ask myself – if my own father who is a Government Official, a JUDGE, has not been given justice, how much
for for ordinary citizens? Can you just imagine what’s happening in our society? If a JUDGE who DISPENSES JUSTICE could not be
given protection and justice by our government, how much more for ordinary folks? The main suspect in the murder of my father
was a powerful POLITICIAN. We need a tough and strong president. We need an iron hand in dealing with criminals in this
country. We need a president who is brave and who has genuine concern for our country and that is none other than Duterte!”,
Mocha Uson responded.

In the meantime, the appointment acquired several bashers and supporters for both Duterte’s decision and Uson’s
acceptance of the said position. The thought of bringing Mocha into a higher position in the government shows Spoils System.
In effect, netizens reacted on this announcement and came up with hilarious hashtag #DutertePleaseAppointMe.

The basis was unexpectedly brought up not because of her credibility and competence rather her popularity alone as a
blogger who earns 5 million followers. Thus; if because of the 5 million followers made her the Asec of PCOO, what would the
government might offer, then? If we still remember, Mocha Uson used to give sex-tips on her blog and performed malicious

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dances inside and outside the country. In addition to that, her position as Asec of PCOO has nothing to do with her degree in
College. Even though it must not be the cause to disqualify her, she must have atleast an experience doing the same job. As we
recall before the appointment in PCOO, Mocha Uson was actually given a position as a board member in MTRCB last January
which firsthand disapproved by the netizens. According to Presidential Decree 1986, atleast 15 of the board members may come
from the movie and television industry. However; it will not guarantee her in a higher position since her term as a board
member was not finish. There is no proof that she can really address the responsibility in connection to media which she
recently called as “presstitutes” or prostitution in press. Given the fact that she even commented about the sex scenes in
television after revealing her first mission - to get rid of soft-core pornography or soft porn in television shows airing during
primetime, in contrast she said that “sex scenes on television are getting out of control”. Some of the media personnel and
celebrities showed their censures to Mocha Uson’s appointment. One of them is Ogie Diaz who used to support Uson’s
advocacies. However, he gave her an unsolicited advice: “You should study the position you are in. Not to rant in public as if you
are being condemned by the 29 board members.” Moreover, John Lapus made it clear in his tweet that he was not happy by the
announcement. It was followed by Mo Twister who shared the same opinion. And even Miss Universe, Mariel De Leon posted in
her twitter account that she was surprised that the President gave the position to the unqualified. “I love my country so it breaks
my heart to know someone like her got the position in the government” Mariel said.

On a post in Facebook account, netizens were being asked of “What is your opinion about the appointment of Mocha
Uson as Asec of PCOO?” Most of the answers bared disapproval for some says, “I did not appreciate the fact that an important
position will be given to an inexperienced individual. Yes, technically she is qualified but is she efficient and effective? Yes, she
has a background in journalism but based on her past posts and the way she communicates herself are clear to say that she’s
not fully groomed to take the position.” One says, “I’m pro-Duterte but appointing her as Asec of PCOO was a joke! What will
she do there? Teaching sex education to the higher ups? So that they can last long in bed? What a drag.”

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 As a matter of fact, many times that Mocha Uson was being asked by the press if she will accept if the President offers
her a position in the government. And she said, “I just want to clarify that I don’t have any intention to enter politics. I don’t
have plans even I will be offered to. I will not accept any position in the government since it is not my field. I believe you don’t
need to have a position or a title to help the government or to help the country.” Surprisingly, the appointment was suddenly
announced by Mr. Martin Andanar, the PCOO secretary.

Explicitly, many critiqued the credibility of Mocha Uson as the new Assistant Secretary of Presidential Communications
Operations Office (PCOO). But despite of this, Mocha Uson managed to give positive reaction. In an interview in Unang Hirit,
Igan Clavio asked about her bashers and she said, “I’m used to it. I will just focus on the problems we’re facing and not to my
bashers in particular.” On the other hand, heaps of her supporters believed that she can supervise the task given to her. As
communications secretary, Martin Andanar explained that Mocha is very influential that is why it is a big help in PCOO. Also, Tito
Sotto called Mocha as a “good choice” for MTRCB so as to PCOO. Netizens who believed Mocha’s qualification

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says, “Everyone can be qualified as long as they will take the task seriously. Everyone can prove and improve themselves. We
don’t know what will happen now so for the support, let us trust each other.” Comparatively, one says, “Please don’t think that
by demeaning her livelihood, making fun of her profession, belittling her personality makes you a better candidate to be PCOO
Asec or simply a better human being altogether.”

Under the circumstances, President Rodrigo Duterte defended Mocha Uson on her appointment. In a press
conference before departing for his visits to Cambodia, China and Hong Kong, the president said that Uson has a "structured
mind." "There's nothing wrong with the woman, the girl. She's bright. She's articulate," Duterte told members of the press.
Duterte noted that Uson helped him during his campaign and that it was time for him to give back. The president stressed that
Uson's background as a former sex guru does not disqualify her from serving the public.

Although this may be true, her appointment caught an attention not only with the netizens but also in the media and
artist industry which resulted to a questionable promotion to the entertainer, performer and a blogger who happened to be the
new PCOO Asec. The question arises be that as it may, qualification vs. credibility? Spoils system vs merit system? In the hope
that “Change is coming!”, trusting someone to make in the government position needs to prevail.

In conclusion, “Everyone must submit to governing authorities. For all authority comes from God, and those in
positions of authority have been placed there by God” - (Romans 13:1). Whatever it may be like, only God can put an end to
erroneous leadership or appointment. Altogether, we can make difference!

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LESSON 3: The Structure of Research Paper

Almost all materials on research paper writing summarize research writing as a matter
of completing a series of [Link] is systematic. This implies that research follows
procedure/steps that cannot be undertaken haphazardly but in a certain logical and orderly
sequence. There are basically five steps that the institution follows. The research outputs must
adhere to a standard format that provides guidelines or characteristics to achieve an optimum
degree of order. These guidelines and formats were adapted by the ResearchDevelopment and
Innovation Center from the American Psychological Association 6 th Edition.

Abstract

The abstract is the little bit of everything. It has concise statements that contain the
summary of the contents of the paper. It should be written in complete sentences and
paragraphs. It should not exceed to 250 words and should not include formula, diagrams or
other illustrative materials. This part should include a brief introductory sentence, main
objective, summarized method, results with numerical values enclosed in parentheses, main
conclusion and main contribution.

The researchers must include keywords. Keywords are terminologies that are used to
retrieve the paper. Keywords must be carefully decided for it is essential to easily acquire the
research manuscript among the pool of research work.

1.0 Introduction

This part enables the reader to understand the context or territory of the study. This is
where we can read the trends and issues, objectives and main contributions of the study.
These are written in paragraphs and proper citations must be observed.

2.0 Literature Review.

This serves as the foundation of the research for it states how and why researchers come up
with the topic objectives. Like the Introduction, this is written in paragraphs with
technically correct sentences. Properly literature-reviewed research papers could answer
the trickiest questions of critics.

3.0 Research Methods

This will help to systematize your research by forcing you to identify what kind of data you
will need for your paper and what is the best way to go about getting it. This part of the
paper will provide sufficient information for the reader to duplicate the study and replicate

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 the results. The researchers should consider the Research Design, Research Locale,
Population and Sampling/Key Informant Selection, Research Ethics, Research Instruments,
Data Collection and Data Analysis.

4.0 Results

This presents the findings which are clearly and simply stated. This should be brief and
direct. Moreso, when describing the results from a table or a figure, make sure to introduce
the table or figure number and title on the first statement for easier locationof table or
figure involved.

5.0 Discussion

This is where results should be communicated: What principles have been established or
reinforced? What generalizations can be drawn? Are the findings comparable to other
findings or to expectations based on previous work and in what ways? Are there any
theoretical implications of the results? When these questions are addressed, the presented
evidence in results section should be the focused of the discussion. This should be
interpretative not just a restatement of the results.

Conclusion

This section enumerates the principal findings of the research. This answers the objectives
of the study.

Recommendation

In paragraph form, this section presents where the results of the study are directed.

Acknowledgement

This page mentions the assistance received from the advisers, professors and others to
whom the researchers wish to express appreciation. This provides the opportunity to thank and
recognize those who have assisted or contributed to the study but are not named as co-
authors. This section must be written in no more than 3 sentences.

References

The reference section should begin on a new page with the title bold and left indented.
The references should strictly follow the American Psychological Appreciation (APA) 6 th Edition,
and written in 1.5 inch hanging indent. All reference types (journal, book, internet, etc.) are
integrated and arranged alphabetically.
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Purposive Communication Page 99
 This chapter focuses on communication for work purposes.

Learning Outcomes: The students are expected to:

1. Create clear, coherent and effective communication materials.

2. Present ideas persuasively using appropriate language registers, tone, facial expressions and
gestures.
3. Adopt awareness of audience and context in presenting ideas in communicating ideas.

LESSON 1: Effective Communication in Work Environment

Communication skills are necessary for the development of self-advocacy and self-
determination for a lifelong success. They are how we give and receive information and convey our
ideas and opinions with those around us. Communication comes in many forms:
• verbal (sounds, language, and tone of voice)
• aural (listening and hearing)
• non-verbal (facial expressions, body language, and posture)
• written (journals, emails, blogs, and text messages)
• visual (signs, symbols, and pictures)

It is important to develop a variety of skills for both communicating to others and learning how
to interpret the information received from others. Knowing our audience and understanding how they
need to receive information is equally important as knowing ourselves.

To an employer, good communication skills are essential. In fact, employers consistently rank
good communication skills at the top of the list for potential employees. During an interview, for
example, employers are impressed by a job candidate who answers questions with more than one-word
answers (such as yeah…nah…dunno), demonstrates that he or she is listening, and shares information
and ideas (by asking questions for clarification and/or follow-up).

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 The interview can be an indication to employers of how the candidate or employee will interact
with supervisors, co-workers, and customers or resolve conflicts when they arise. On the other hand,
non-verbal communication is also critical in an interview. Employers expect good eye contact, good
posture, and “active” listening to their interviewee.
The method of sending or receiving gestured or wordless messages is called Nonverbal
communication. Consider the following seven types of non-verbal signals and cues we often use to
communicate our interest in and to others.

1. Facial expressions: Facial expressions are the most common form of non-vebal communication.
Countless emotions can be expressed through them without saying a word. Across cultures, the
facial expressions for anger, surprise, fear, disgust happiness and sadness are the same.

2. Body movements and posture: We consciously or unconsciously communicate to the world

through the way we move and carry ourselves. Non-verbal communication under this includes
posture, bearing, stance, and subtle movements. The way others sit, walk, stand up, or hold
their head may convey meaning that affected our perceptions of them.

3. Gestures: Misinterpretation might occur when we are insensitive with our gestures. As
gestures can have different meaning across cultures and regions. Waving, pointing, pleading,
and often using our hands when we are speaking in an animated way are some of these
common gestures..

4. Eye contact: Eye contact is an essential type of non-verbal communication. We can

communicate many things; including interest, affection, hostility, or attraction by the way we
simply look or stare at someone. To maintain the flow of conversation in communication, eye
contact is very helpful. It can also assess another person’s response.

5. Touch (Haptics): Haptic communication is a means where people or animal communicate

through the sense of touch. Touching is the most effective way to communicate our feelings and
emotions. These include a firm handshake, timid tap on the shoulder, warm bear hug,
reassuring pat on the back, patronizing pat on the head, and controlling grip on arm.

6. Space (Chronemics): This non-verbal communication refers to physical space. The need differs
depending on the culture, situation, and closeness of the relationship. We can use physical space
to communicate many different non-verbal messages, including signals of intimacy, aggression,
dominance, or affection.

7. Voice (Paralanguage): Even when we do not talk or say a word, we can communicate through
our voice. Important communication elements are the verbal speech sounds such as tone,
pitch, volume, inflection, rhythm, and rate. When we talk to other people, we have to be careful
with our words and be conscious with our voices. We may sound sarcatistic, angry, affectionate
or confident

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depending on our voice tone delivery. These non-verbal speech sounds provide indirect but powerful
clues into our true feelings and what we really mean.

How to achieve effective communication?

When the message is sent, fully received and understood by the audience, effective
communication takes [Link]’s a good communication when the right message received by the right
person in right medium and at the right time. The audience may participate and involve in a productive
conversation of the message depending on the nature of the message and audience.

Elements to Achieve Effective Communication

• The message must be clear, concise and complete (KISS - keep it short and simple).
• The content of the message must be factually accurate.
• The message can be a mix of factual and psychological aspects to give the message its full
impact; rather than just dry facts or overly emotional in style.
• The message should be relevant to the concerns of the audience.
• The language should be appropriate to the audience and communication medium. Avoid
technical jargon unless talking to another professional.
• The message should be positive and focused on solutions rather than listing problems.
• The language should invite appropriate participation and engagement.
• The message should use the right medium for the intended audience, the context and the
desired response.
• The message should pick the right person/stakeholder to send it out.
• The message is sent at the right time to enable the audience to have time to understand and
act on the message.

The stages of communication

There are several components in communication as the diagram below shows.

SENDER

Content Format Medium

COMMUNICATION CHANNEL

AUDIENCE

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 The sender develops the content of the message. In the process, the sender decides on the
medium (written or spoken) and the format (such as email, letter, leaflet, meeting, talk, press release,
presentation, podcast.). The sender then transmits the communication by the relevant communication
channel (such as presenting at a meeting of the heads of department, producing printed material,
announcing on a website or in the press). The message then reaches the audience.

The audience will then decide whether to respond and if so how. The audience response will
have a particular content and format through their chosen communication channel. This may not be the
same as the one the sender used to transmit the message (such as an email after a meeting where the
sender gave their presentation)

What makes a good communicator?

A powerful message needs to be delivered convincingly. There are three stages of

communication to think about. Firstly, prepare well and understand what you want to communicate.
Next, be confident to the point and focused on solutions. Finally, let the person or group you are
communicating with have the opportunity to respond and listen to what they are telling you.

How a good communicator puts their message across?

Before Communicating ∙ Well prepared message and arguments

∙ Has full knowledge of the message
∙ Has full understanding of the message

Delivering the message ∙ Confident including encouraging body language

and
communicating with enthusiasm
∙ Uses facts and well-founded opinion, not rumor; is honest
∙ Concise
∙ Articulate and/or uses persuasive writing skills
∙ Focused on solutions not problems
Responding to ∙ Understands the recipient’s point of view
the ∙ Actively listens to the response
recipient ∙ Confidently defends the message
∙ Is prepared to ask clarification
∙ Is flexible in developing a solution (collaborative not competitive)

Good communication ensures that you are being heard. You can then influence your
environment according to your own goals and requirements. If you do not get your message across
effectively, others will not know or understand your needs. In general, effective communication
achieves the following:

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• applies positive influence on decision-making by presenting a strong point of view and
developing mutual understanding
∙ delivers efficient decisions and solutions by providing accurate, timely and relevant
information
∙ enables mutually beneficial solutions
• builds healthy relationships by encouraging trust and understanding
∙ ensures that all service staff are sending out the same messages.
Listening Skills

Listening skills are just as important as communication skills in delivering message. This allows
full understanding of the other party and what their response is to your point of view. Good listening is
vital for building strong relationships. To be a good listener means to fully understand and constructively
respond to what the other party is communicating.

Sometimes people seem to be giving one answer when they actual mean another; or wanting to
say something else but feel unable to do so. This can occur in any communication scenario, like face-to-
face or remote, instant or over a longer time period, with one person or a group.

It is significant for someone to know how to listen carefully and to ask help for help if necessary.
There’s a great chance of job retention and an opportunity for promotion if an employee and supervisor
learn to communicate well.

Core Listening Skills

• Giving the other party your full attention. If you are in their presence look at them directly,
don’t do other activities such as doodling. Try to understand their body language.
• Encouraging them to speak. Ask open-ended questions.
• Showing that you are genuinely listening by nodding, repeating back what they have said but in
your own words.
• Acknowledging their feelings – ‘It must have been really difficult for you when…’
• Asking for clarification when you do not understand.
• Trying to understand other’s point of view, rather than immediately applying own
preconceptions about the respondent.
• Letting the other party put over their response fully before you react and giving them time to
express their point of view.
• Being cautious in expressing your opinion. If it is clearly not appropriate don’t express it.
• Being timely in your reaction to the other party’s responses to your messages.

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Lesson 2: Workplace Documents

A workplace document is any document that provides steps or gives instructions to carry out
tasks that contains technical details. All workplaces use documents to record their business activities.
Some documents need to be completed as part of government acts or regulations, while others are
developed to ensure the efficient delivery of services and products to customers. It is important to know
which workplace documents, records and forms you will be expected to complete as part of your job.
There are many different types of workplace documents. Some examples are:

⮚ Messages ⮚ Agenda
⮚ Memorandum ⮚ Annual reports
⮚ Business Letters ⮚ Presentations
⮚ Minutes from meetings ⮚ Diagrams

Messages, memorandum, minutes and agenda are usually workplace documents that are
prepared for internal use. That is, these documents are only used and read by people inside your
organization.

Messages

Messages come in all sorts of formats. It can be a simple phone message to an email or a short
message left for a work colleague. Whatever the format, it is important to be sure that people’s names
are spelled correctly, that phone numbers or other figures are written down correctly. It is also
important to mark on the “message” the time and date as well as who is leaving the message. Above all,
it is vital that you use clear and neat handwriting.

Memorandum

Memorandum or memo is a workplace document that sends information to people in your

organization about a work related topic. Most messages of this type are sent by email, but in some
instances a hard copy of a memorandum is distributed to staff members.

Guidelines in Writing a Memorandum

1. Choose a representative phrase that immediately tells the reader what the memo will be about.
2. Use plain paper (not stationery) with one-inch margins around the page.
3. Use a professional font and black color.
4. Begin all the lines of the memo at the left margin, except the MEMO line which can be centered.

Purposive Communication Page 105

 5. Use single-spaced, with two spaces between paragraphs in the body of the memo.
6. If your memo is more than 1 page long, use a subsequent page header that includes who the
Memo is addressed to, the page number, and the date.
7. Sign the Memo next to the FROM line, using initials, first name, or complete name.

8. Don’t add a greeting between the memo heading and body.

9. Use declarative verbs, and simple sentence structure.
10. Be specific and detailed without including unnecessary (i.e. time-wasting or confusing)
information and without insulting reader’s intelligence.
11. Use a more informal tone. Remember, however, that what counts as “formal” or “informal” is
defined in terms of each organization’s culture.
12. Pay attention to the intended audience and context. Be guided with the template below.

Template
MEMORANDUM

TO: XYZ Company Employees

FROM: Engr. Juan Dela Cruz (Place you signature above your name)
DATE: (Month-Day-Year)
SUBJECT: How to Write a Business Memo

Begin with an introductory paragraph—very short, often only 1-2 sentences long—that
clearly states the purpose of the memo to the reader. If the memo is responding to or
following up on a specific situation or meeting, state that in the first paragraph.

For easier reading, format the content of your memo into short paragraphs. Paragraphs
made of a few lines of text with white space between them are easier to read. Writing
short paragraphs also encourages you to break your information into bite-sized chunks
for easy comprehension.

Consider Using Formatting: Use formatting—such as headings and bulleted or numbered

lists—to format information organized in steps (for example, instructions) in the body of
the memo. Using this kind of formatting:

∙ Breaks information down into manageable chunks,

∙ Which makes it easier and faster for the reader to process. End the body of the
memo with a concluding paragraph that clearly informs the reader what action
they need to take. Finally, end the memo with your (the sender’s) email address
and/or phone number for people to contact with questions.

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 Memorandum needs to be short and direct, and easy to read and understand. This means that
the first step in writing a memo is thinking carefully about what you want to say and how to say it clearly
and briefly.

Agenda and Meeting Minutes

Agenda is a list of topics that are planned to be discussed at a meeting. It is used a guide to the
Chairperson of a meeting, to keep the meeting “on track”. The minutes of the meeting are the record of
the matters that are discussed during a meeting. They are a “formal” record of what took place in a
meeting. Consider the following questions in writing meeting minutes:

1. When was the meeting?

2. Who attended?
3. Who did not attend? (Include this information if it matters)
4. What topics were discussed?
5. What was decided?
6. What actions were agreed upon?
7. Who is to complete the actions, by when?
8. Were materials distributed at the meeting? If so, are copies or a link available?
9. Is there anything special the reader of the minutes should know or do?
10. Is a follow-up meeting scheduled? If so, when? where? why?

Guidelines in Writing a Meeting Minutes

11. Write minutes soon after the meeting, preferably within 48 hours. That way, those who attended
can be reminded of action items, and those who did not attend will promptly know what
happened.
12. Don't skip writing minutes just because everyone attended the meeting and knows what
happened. Meeting notes serve as a record of the meeting long after people forget what
happened.
[Link]'t describe all the "he said, she said" details unless those details are very important. Record
topics discussed, decisions made, and action items.
4. Don't include any information that will embarrass anyone (for example, "Then John/Jane left the
room in tears").
5. Use positive language rather than describing the discussion as heated or angry, use passionate,
lively, or energetic--all of which are just as true as the negative words.
6. Edit and proof the meeting minutes.
7. Attach any hand-outs or documents electronically, so that all participants and non-participants have
easy access to them.
8. Include the following information:

Purposive Communication Page 138

 Topics
Decisions
Actions Agreed Upon
Person responsible
Deadline
Next Meeting
Date and Time
Location
Agenda items
 Template
MINUTES OF THE MEETING

PRESENT: A list of first and last names of all those present at the meeting
REGRETS: A list of first and last names of Committee members who have contacted the Chairman to let them
know that they will be unable to attend the meeting
ABSENT: A list of first and last names of Committee members who DID NOT contact the Chairman to let them
know that they won’t be in attendance

1. CALL TO ORDER/OPENING REMARKS

∙ Time that the Chairperson called the meeting to order.
∙ Summary of any opening remarks from the Chairperson

[Link] OF THE MINUTES FROM (DATE) (You need a motion to approve the minutes of the previous
meeting as circulated or a motion to approve the minutes as amended if any corrections are needed to the
minutes)
Motion: To approve the minutes of (DATE) as circulated (or AMENDED)
Motion By: Name of person (FIRST & LAST) who made the motion
Seconded By: Name of the person (FIRST & LAST)) who seconded the motion
Carried or Defeated

[Link] TO THE AGENDA (If anyone has an item that they like to add to the agenda, they would bring it
up in this part and ask the Chairperson if the item maybe added to the agenda or can be added to the next
meeting’s agenda. See #8 below for added items to current meeting agenda.)

4. APPROVAL OF THE AGENDA

Motion: to approve the agenda as circulated (or AMENDED)
Motion By: name of person (FIRST & LAST) who made the motion
Seconded By: name of person (FIRST & LAST) who made the motion
Carried or Defeated

5. BUSINESS ARISING OUT OF THE PREVIOUS MEETING

a. Outstanding Items from the previous meeting that need to be updated or discussed further
b. Outstanding Items from the previous meeting that need to be updated or discussed further
c. Outstanding Items from the previous meeting that need to be updated or discussed further

6. ITEM # 1 TO BE DISCUSSED
Put a summary of the discussion around the topic
If a motion was made put the information in
here
If further information is needed agree on who is to do the follow up and put their name and a
timeline that this information will be completed
Task: put who is to do it and when it is to be completed by (DATE)

Purposive Communication Page 139

 7. ITEM #2 TO BE DISCUSSED
Put a summary of the discussion around the topic
If a motion was made put the information in
here
If further information is needed agree on who is to do the follow up and put their name
and a timeline that this information will be completed
Task: put who is to do it and when it is to be completed by (DATE)

8. ADDITIONS TO THE AGENDA

a) Added agenda Item # 1
Put a summary of the discussion around the topic
If a motion was made put the information in
here
If further information is needed agree on who is to do the follow up and put their name
and a timeline that this information will be completed
Task: put who is to do it and when it is to be completed by (DATE)

b) Added agenda Item # 2

Put a summary of the discussion around the topic
If a motion was made put the information in
here
If further information is needed agree on who is to do the follow up and put their name
and a timeline that this information will be completed
Task: put who is to do it and when it is to be completed by (DATE)

9. ADJOURNMENT (Record the time the Chair adjourned the meeting.)

[Link] MEETING (DATE) (The next meeting date should be decided before everyone leaves the meeting. It
is a handy reminder to put it at the bottom of the minutes.)

NOTE:
✔ The minutes should be completed by the Recording Secretary and forwarded to the
Chairperson to review prior to being sent out to the rest of the Committee. The minutes
should be distributed no more than 2 weeks after the meeting was held. The minutes are a
reminder of the tasks that need to be completed and items to be followed up on.
✔ A copy of the minutes should also be saved for future references.
[Link]

Purposive Communication Page 140

LESSON 3: Writing Proposals

Key Features:

1. A well-defined problem.
Example:
“Motorcycle riders who do not wear helmets risk serious injury and raise health-
care costs for everyone.”
2. A recommended solution.
- Once the problem is defined, propose solutions to the problem.
- Explain it by providing details to said solution.
3. A convinvcing argument for your proposed solutuions.
- Convince readers that your solution is feasible and that it is the best way to solve the
problem.
- Explain in detail how your proposed solution would work.
4. Anticipate questions.
- Consider any questions readers may have about your proposal; and
- Show how its advantages out-weigh any disadvantages.
5. A call to action.
- The goal of a proposal is to persuade readers to accept your proposed solution.
- This solution may include asking readers to take action.
6. An appropriate tone.
- Since you are trying to persuade readers to act, your tone is important is important –
readers will always react better to a reasonable, respectful presentation than to
anger or self-righteous.
Guide to Writing Proposals
1. Decide on a TOPIC
Choose a problem that can be solved. Complex, large problems, such as poverty,
hunger and terrorism, usually require large solutions.
 Focus on a smaller problem or a limited aspect of a large problem because it will
yield a more nmanageable proposal.
2. Consider the Rhetorical Situation.
A. Purpose

Do you have a vested interst in the solution your readers adopt, or do you simply

want to eliminate the problem, whatever solution might be adopted?

B. Audience

How can you reach your readers? Do you know how receptive or resistant to change

they are likely to be? Do they have the authority to enact your proposal?
C. Stance
How can you show your audience that your proposal is reasonable and should be
taken seriously? How can you demonstrate your own authority and credibility?
D. Media/Design
How will you deliver your proposal? In print? Online? As a speech? Would visuals
help support your proposal?
3. Generate Ideas and Texts
Explore potential solutions to the problem.
How?
RESEARCH to see how others have solved, or tried to solve similar problems. Don’t
settle on a single solution too quickly because you will need to COMPARE the
advantages and disadvantages of several solutions in order to argue convincingly for
one.

Source: Tagay, L., PowerPoint Presentation, PC GenEd 2 nd Training, 2017

Purposive Communication Page 147

Simple Steps in Wrtiting Proposal

Sample Proposal

CLEOFAS, JESSECA NINA C. May 17, 2017

The Problem

According to Sophia Loren, “Nothing makes a woman more beautiful than the belief that she is beautiful.” But what if
women do not believe that way? What if being beautiful depends on what other people will say about you?
Nowadays; media portrays the side of being beautiful as those models and actresses seen in the TV Programs. So
then, many gets frustrated by how they look on themselves, many gets jealous of how other people gain appreciation because
of being beautiful on the outside. Hence; they suffer from having low self-esteem and insecurities.

The Proposed Solution

There would be a TV Advertisement which provides two doorways with a signage above – one is labeled as
“beautiful” and the other is labeled as “average”. The girls involved would have a confronting decision to make whether to be
beautiful or to be an average. Some of them will be asked randomly of:
What do you mean by being beautiful?
Why did you choose to be beautiful?
Why did you choose to be an average?

Reason why it is the BEST Solution

Sometimes, being asked “How do you think of yourself”? in person makes us uncomfortable. We are pressured by the
question or on how we will justify our answer. Thus, action makes it clearer to analyze the question. They will simply enter on a
door. These women do not have any idea about the experiment, they will simply enter on a door and choose one – beautiful or
average.

Call for action

Beauty is in the eye of the beholder. We are the only one who can put value or label on ourselves, no one will be.
Beautiful is a great word so be that word! Choose to be beautiful!

Purposive Communication Page 148

 REFERENCES

Chapter 1

Guo, K. & Sanchez, Y. (2005) . Workplace

Communication. Retrieved from
[Link]
Martin, J.N. & Nakayama, T.K. (2010). Intercultural Communication in Context, 5 th Ed. New York:
McGraw-Hill Companies, Inc,
Peace, A. & Peace, B. (2004). The Definite Book of Bod Language. New York: Bantam Publishing
∙ See: [Link]/public-health-textbook-organisation-management/5a-

∙ See: undersatnding -itd/effective-communication

[Link] skills.
pdf
∙ Chase, R. and Shamo, S. (2013). Elements of Effective Communication. 4th Ed. Washington, Utah: Plain
and Precious Publishing.

Chapter 2

Gudykunst, W.B. (1998). Bridging Differences: Effective Intergroup Communication. California, USA:
SAGE Publications.
Chen, G. & Starost, W.J. (1997) “A Review of the Concept of Intercultural Sensitivity”. Retrieved from
[Link]
[Link]
cards/
“Strategies for Writing Conlusion”. Retrieved from [Link]

∙ Article: “Flight from Conversation”

[Link]/2012/04/22/opinion/sunday/the-flight-from- [Link]
∙ Video: “Connected but Alone” [Link]
∙ Video: “How Social Media Can Make History”
[Link]
∙ Video: “Wiring a Web for Global Good” [Link]

Chapter 3

“Cross-cultural Ads” for various culture differences. Reference:

[Link]
Franklin & Mizell (1995). Interpersonal Cultural Communication Sensitivity. Retrieved from
[Link]
communication-cultural-sensitivity-483708

▪ See: [Link]
▪ Dainton, M. and Zelley, E. (2015). Applying Communication Theory of Professional Life: An
Introduction. 3rd Ed. Sage Publication.

Chapter 4

John T. Plat and H.K. Plat (1975 ). “Varieties of Language” Posted on October 18, 2008 — by Fatchul
Mu’in Retrieved from [Link]
language/
Wardhaugh, R. (1986). An introduction to Sociolinguistics. New York: Basil Blackwell

▪ See:
[Link] engl
ish/
▪ See: [Link]
▪ See: [Link]
▪ See: [Link]
▪ See: [Link]
▪ Biber, D. & Conrad S. (2009). Register, Genre, and Style. Cambridge: Cambridge University Press.

Chapter 5

Ferdig, R.E. Exploring Multimodal Composition and Digital Writing – Ebook. Edited from Mills, 2010;
Curwood & Cowell, 2011. Kent State University : Research Center for Educational Technology
“Multiliteracies”: New Literacies, New... (PDF Download Available). Available from:
[Link]

arning [accessed Apr 05 2018].

▪ See: [Link]
▪ See: [Link]
▪ See: [Link]
▪ See:
[Link] ima
ges-of-black-people/
▪ Mooney, A. Peccei, J.S., La Belle, S. et. Al. (2010). Language and Society and Power: An Introduction.
3rd Ed. Sage Publications.

Chapter 6

[Link]

▪ See: “The World’s Worst Research Presentation” [Link]

▪ See: [Link]
▪ Adler , R., Elmhorst, J.M. & Lucas (2012). Communicating at Work: Strategies for Success in Business
and the Professions. NY: McGraw Hill.
 Chapter 7

▪ See: [Link]
▪ See: [Link]
_63AFCA8970D43.pdf
▪ See: [Link]
▪ See: [Link]
▪ Searles, G. (2014). Workplace Communication: The Basics. 6 th Ed. Boston: Allyn & Bacon.
▪ Dainton, M. and Zelley, E. (2015). Applying Communication Theory of Professional Life: An
Introduction. 3rd Ed. Sage Publication.
▪ Lucas, S. (2011). The Art of Public Speaking. NY: McGraw Hill.
▪ Video of “ The Most Important Cannot Be Said” Eddie Calasanz
[Link] v=vvsziU1cVHw

Chapter 8

Cleofas, J.N. Sample Political Science Paper. PC GenEd 2 nd Training, 2017

▪ Video of “Giving Presentations Worth Listening to”: Gordon Kangas

[Link]
▪ Sample communication materials from different workplace settings workplace (e.g. minutes, memo,
request, business/technical/incident reports, letters)
▪ See: [Link]
▪ See:
[Link] scie
nces/reflective-writing-and-critical-incidents
▪ See:
[Link] portal/Media/Workplace_communi
cation_chapter_in_communications.pdf
▪ See: [Link]
▪ Dainton, M. and Zelley, E. (2015). Applying Communication Theory of Professional Life: An
Introduction. 3rd Ed. Sage Publication.
▪ Searles, G. (2014). Workplace Communication: The Basics. 6th Ed. Boston: Allyn & Bacon.

Chapter 9

Cleofas, J.N. Sample Proposal. PC GenEd 2 nd Training, 2017

Tagay, L., PowerPoint Presentation, PC GenEd 2 nd Training, 2017

▪ Bullock, R. and Goggin, M. (2013). The Norton Filed Guide to Writing. 3 rd Ed. W.W. Nortorn and
Company.
▪ See: [Link]
▪ See: [Link]
▪ See: [Link]
ABOUT THE AUTHORS

DR. HANSEL HOPE ALARCON-PEREZ finished her Bachelor of

Science in Secondary Education major in English at La Salle
College, Philippines in 2002 (Pioneer Batch). After passing the
Licensure Examination for Teachers on August of the same
year, she enrolled in the graduate studies at University of
Rizal System and took the course Master of Arts in Education
major in Educational Management. In 2008, after she earned
her Masteral Degree, she was hired as full time faculty
member at Our lady of Fatima University, Philippines. She
pursued and finished her Doctoral Degree in 2013 with a
course Doctor of Philosophy major in Educational
Management. She’s been in the teaching profession for 16
years. Currently, she is the Coordinator of the English
Department & the Coordinator of the Senior High School
HumSS and GAS Strands and concurrent Program Head of the
College of Education at Our Lady of Fatima University –
Antipolo City, Philippines. She was one of the participants of
the first batch of 18-day Faculty Training for the Teaching of
the New General Education (GE) Core Courses in Purposive
Communication: Training of GE Trainers held at University of
Batangas.

MRS. MA. VICTORIA LORNA SOMBILLA-BUENAVENTURA

finished her Bachelor of Science in Secondary Education
major in English at University of Rizal System-Cainta Campus
in 2007. She earned her degree Master of Arts in Teaching
major in Technical English at Marikina Polytechnic College in
2014 and is currently pursuing her Doctor of Education
major in Educational Management degree in the same
college. She’s been in the Secondary and Tertiary teaching
profession for 11 years. Currently, she is a Senior High
School, Master Teacher II at Dela Paz National High School
and a part-time Instructor at Our Lady of Fatima University
Antipolo Campus.