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Benguet State University

College of Arts and Sciences
La Trinidad, Benguet

PURPOSIVE COMMUNICATION
(ENG 21)

A MODULE

Department of Humanities
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Philippine Copyright 2020 by Benguet State University

All rights reserved. No part of this publication may be reproduced, distributed, or transmitted in any
form or by any means, including photocopying, recording, or other electronic or mechanical methods,
without the prior written permission of the publisher, except in the case of brief quotations embodied
in critical reviews and certain other noncommercial uses permitted by copyright law.

ISBN:

Author: Samuel S. Poliden, Jhordan T. Cuilan, Adamson N. Labi, Kara S. Panolong. Ronda B. Tullay
BSU, La Trinidad, Benguet

Published by:
Benguet State University 2601 La Trinidad, Benguet, Philippines
Email: www.bsu.edu.ph
Fax Number: 422-2281
Telephone Number:422-2127/2402

Printed in the Republic of the Philippines

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Introduction

Purposive communication is about writing, speaking, and presenting to different

audiences and for various purposes (CMO 20 s. 2013). This 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, skills, and insights that students gain from this course may be used in their other
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.

This module is crafted to aid you in your learning of this subject. In every chapter, there
are objectives to be met and lessons to be understood. You will be provided with explanations
and illustrations to further understand the lesson. There is a self- check test that you are
expected to answer. This will let you self-monitor your understanding of the lesson. Also,
enrichment and assessment activities are included after every lesson.
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Chapter 1

Communication: Types and Levels of

Communication, Processes, Principles and
Ethics
LEARNING OBJECTIVES: At the end of the chapter, you should be able to:

1. Identify the types of communication in relation to mode, context, purpose, and style.
2. Explain the various communication models.
3. Discuss the value of communication in enhancing one’s personal and professional
relationships
4. Recognize the importance of a code in ethics in communication

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Imagine the world without communicating with each other.

What could happen? Write your thoughts on the most extreme
situation that can happen.

Engage

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Explore

What is communication?

• Communication is the transmission of information and understanding from one

person or group to another. The goal is to get a set of information and the
understanding of that information from one person or group to another person or
group. The critical factor in measuring the effectiveness of communication is
common understanding. Understanding exists when both parties involved in the
communication have a mutual agreement as to not only the information but also the
meaning of the information.
• Communicating with others is the heart of every activity and of the very process of
living.
• Communication is the thread that ties the actions of the individual or organization
to its desired objectives.
• Communication as a process enables one to share his ideas with others.
• The means of communication are usually spoken or written words, pictures or
symbols but we also give information through body language, gestures, and looks,
facial expressions.

Task 1: What are examples of messages that can be communicated thru the following
medium of communication?

Spoken Word
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Communication maybe classified according to: communication mode, context, and

purpose and style.

TOPIC 1: Types of Communication

Explain

A. Types according to Mode

1. Verbal and non-verbal
2. Visual communication uses signs, symbols, imagery, maps, graphs, charts,
diagrams to convey information. Visuals have greater success in catching attention. Thus,
graphic elements in presentations such as color, size, shape, number of words, design in must
be considered with care.

Communication mode refers to the channel through which one uses to express his
intent.
• Face-to-face
• Video (Skype, Facebook messenger, Viber, WhatsApp, Apple FaceTime)
• Audio (Telephone, voice message, voice mail)
• Text-based ( e-mail, facsimile, text messaging,, social networking sites
such as network sites such as Facebook, Twitter, and Instagram)

B. Types according to Context

1. Intrapersonal Communication means talking to oneself. Some label it as self or

inner talk, inner monologue or inner dialogue. Psychologists call it with other names as self-
verbalization or self-statement.

2. Interpersonal Communication is an interactive exchange between or among

interlocutors. It is meant to establish or deepen one’s relationship with others. However, if the
objective is to achieve something at the end of the conversation, it becomes transactional.

3. Extended Communication involves the use of electronic media to include tele, audio
and phone conferencing; video conferencing; Skype calls; and other technological means.

4. Organizational Communication focuses on the role that communication plays in

organizational context. For an organization to be successful, a system of communication
should be put in place. A set of rule or standards for communication protocol should be clear
so that interaction patterns are established. On the part of the individual, he/she should be
equipped with the needed oral and written communication skills that the organization expects
him/her to possess.
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Identify the type of communication (according to context) that

happens in the following:

1. Meditation
2. Friends chatting during breaks
3. Haggling with an online seller
4. Asking for a leave from work
5. Brainstorming during group work

Two Types of Organizational Structure

1. Formal structure allows communication to take place via designated channels of

message flow between positions in the organization using use of four approaches.

a. Downward/top-down communication flows from upper to lower position.

b. Upward/bottom up communication takes place where subordinates send

communication to their bosses.

https://keydifferences.com/wp-content/uploads/2017/07/upward-vs-downward-communication.jpg
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c. Horizontal communication is lateral in approach as it takes place among

people belonging to the same level but coming from different departments
to facilitate performance of tasks through proper coordination.

https://courses.lumenlearning.com/wm-organizationalbehavior/chapter/directions-of-
communication/

d. Crosswise communication approach is diagonal in nature as employees from

different units or departments working at various level communicate with each other.

https://courses.lumenlearning.com/wm-introductiontobusiness/chapter/communication-flows/

2. Informal structure comes from unofficial channels of message flow.

5. Intercultural communication refers to the interaction between or among people having

different linguistic, religious, ethnic, social and professional backgrounds. Interpretations
of cultures must be appropriate.
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C. Type according to Purpose and Style

1. Formal communication employs formal language delivered orally or in written

form. Lectures, speech, research and project proposals, reports and business letters,
among others are all considered formal situations and writings.

2. Informal Communication does not employ formal language. It involves personal

and ordinary conversations with friends, family members and acquaintances. The
purpose is to socialize and to enhance relationships.

TOPIC 2: The Communication Process

Explain

Communication has certain elements and follows a process. In the diagram, notice that
the sender encodes a message that the receiver decodes. If the message is well received, the
receiver in turn sends a feedback or a response. In some situations, there are barriers or
disturbances that disrupt communication.

To make you an effective verbal communicator, you should be a communicator who:

• Clarifies
• Listens
• Encourages empathically
• Acknowledges
• Restates/repeats

To make you an effective nonverbal communicator, you should be a communicator who:

• Relaxes
• Opens up
• Leans toward the other person
• Establishes eye contact
• Shows appropriate facial expressions
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Barrier
SENDER
Barrier RECEIVER
(encodes)
(decodes)

Feedback/Response

Effective communication requires the message to be:

• Clear and concise
• Accurate
• Relevant to the needs of the receiver
• Timely
• Meaningful
• Applicable to the situation

Effective communication requires the sender to:

• Know the subject well
• Be interested in the subject
• Know the audience members and establish a rapport with them
• Speak at the level of the receiver
• Choose an appropriate communication channel

The channel should be:

• Appropriate
• Affordable
• Appealing

The receiver should:

• Be aware, interested, and willing to accept the message
• Listen attentively
• Understand the value of the message
• Provide feedback
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Communication Models

1. Aristotle’s Model

2. Laswell’s Model

3. Shannon-Weaver’s Model
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4. David Berlo’s Model

Elaborate

We meet different people in different situations. The context, the mode and the type
differ in every situation. Also, there may be barriers in communication that can disrupt the
success of communication.

Barriers to communication
• Language
• Values and beliefs
• Sex/gender and age
• Economic status
• Educational level
• Physical barriers
• Attitude
• Timing
• Understanding of message
• Trust

Think of some situations that you have had a successful

and unsuccessful communication with someone. How did
you make it successful? How did you overcome the barriers?
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Task 2: If you were to make your own communication model, how will it be different
from the four communication models discussed? Make an illustration of your communication
model.
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Evaluate

TASK 3: There are some communication situation that require us to strategize how we
respond. Read the situation below and respond to the questions.

A. Tom, a first-year college student, is called upon by the teacher to read a poem aloud. “Do
we really have to take this up now?” says Tom. “It’s boring!” shout some other friends
and classmates. Others giggle. But one shouts, “But I like it!” The rest are silent, awaiting
the teacher’s reaction.

Now, respond to the following statement/questions.

1. Write down at least 3 different responses the teacher might do to handle the situation.
2. What might be the effects of each of them?
3. What would your own response be? Why?
4. Is there any kind of response you would wish to avoid? Why?
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TOPIC 3: Functions of Communication

Explain

In every communication situation, there is always a purpose. For example, teachers

speak to students to impart knowledge, motivational speakers upload their speeches to inspire
their viewers and politicians lay down their platforms to encourage people to vote for them.
The following are some of the functions of communication:

1. Informative Function
We want to inform other people of what we know – facts, information, and knowledge. In
school, most of our speaking activities are directed to get and give information to develop or
improve our knowledge and skills.

2. Instructive Function
Many times, older people who hold important information, and those in higher rank
communicate to instruct people on what to do, when and where to do them, and on why and
how to do them.

3. Persuasive Function
You may find yourself wanting to influence the opinion of others to believe and accept your
stand or claim on an issue or problem; so, you think of strategies on how to persuade them to
change their perspectives or opinion.

4. Motivation Function
We communicate to entice and direct people to act and reach their objectives or goals in life.
In the process, we use positive language to make them realize that their actions lead them to
something beneficial for their being.

5. Aesthetic Function
We use communication for pleasure and enjoyment.

6. Therapeutic Function or Emotional Expression

Communication is curative and serves to maintain good health.
Sometimes, talking to a person does not mean asking for his help; we talk to another person
merely to vent our feelings. After we talk, we find ourselves in a much better condition.

7. Regulation or Control
People use communication to maintain control over other people’s attitude and behavior.
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Your parents use it to guide, inspire, or reprimand you when you seem to lose control over
your schedule, studies, and relationships, among others.

8. Social Interaction
Communication helps us start, maintain, regulate, or even end relationships with other people.
We usually establish a positive climate at home, in school, and in the workplace by greeting
the people around us and by exchanging pleasantries with them.

Elaborate

What examples can you give for each of the functions?

TOPIC 4: Levels of Communication

Explain

1. Cliché Communication uses conventional messages to establish rapport, to break the

ice, and/or to end a conversation. Clichés are overused expressions that have lost their
original (content) meanings and have taken on new relational meanings. We expect
cliché communication at the beginning and end of every conversation, regardless of
our feelings about a person.

2. Factual communication uses events, makes observations, and offers knowledge to

others in a manner which can be called chit chat or small talk. Factual communication
includes reporting what you’ve read in a textbook, what you’ve studied for a test,
showing pictures of your children, and exchanging biographical information about
yourself. Factual communication is relatively safe and most do this well.

3. Evaluative communication offers opinions, ideas and judgments to others. This is

risky business because the odds are that others will reciprocate with their own
evaluations, which may be different from yours. When people consistently use
evaluative communication, they must be prepared for eventual conflict. It’s important
to consider the value of critical and creative thinking, as well as the relational meanings
of messages that are exchanged. When using evaluative communication, consider
carefully the importance of descriptive, provisional, and responsible expressions. Strive
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to avoid cautionary language, sarcasm, and nonverbal put-downs (e.g., rolling your
eyes in response to another’s comments).

4. Gut-level communication involves sharing our emotions and feelings with others. We
are sharing our very essence when we allow others to know our heart.

5. Peak communication is the highest level of communication. This is also called

"communal-level communication." Peak communication is rare, even among close
friends and family members.

TOPIC 5: General Principles of Effective Communication

Explain

1. Know your purpose in communicating.

2. Know your audience.
3. Know your topic.
4. Adjust your speech or writing to the context of the situation.
5. Work on the feedback given you.

Principles of Effective Oral Communication

1. Be clear with your purpose.
2. Be complete with the message
3. Be natural with your delivery.
4. Be specific and timely with your feedback.

Principles of Effective Written Communication: The 7Cs

1. Be clear.
2. Be concise.
3. Be concrete.
4. Be correct.
5. Be coherent.
6. Be complete.
7. Be courteous.
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Explain

Ethics of Communication
It is important to note that one’s behavior should be regulated by honesty, decency,
truthfulness, sincerity, and moral uprightness.
1. Establish an effective value system that will pave way for the development of
integrity as a person. One’s behaviour and decision-making style affect, in turn,
the operation of an organization.
2. Provide complete and accurate information. Data should always be contextualized
and correct.
3. Disclose vital information adequately and appropriately. Never conceal or hide
information for the purposes of transparency.

Ten Basics of Ethical Communication

• Seek to “elicit the best” in communications and interactions with other group
members.
• Listen when others speak.
• Speak non-judgmentally.
• Speak from your own experience and perspective, expressing your own thoughts,
needs, and feelings.
• Seek to understand others (rather than to be “right” or “more ethical than thou”).
• Avoid speaking for others, for example by characterizing what others have said
without checking your understanding, or by universalizing your opinions, beliefs,
values, and conclusions, assuming everyone shares them.
• Manage your own personal boundaries: share only what you are comfortable sharing.
• Respect the personal boundaries of others.
• Avoid interrupting and side conversations.
• Make sure that everyone has time to speak, that all members have relatively equal
“air time” if they want it.

https://www.rysec.org/10-basics-of-ethical-communication/
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Evaluate

Task 4: As a responsible communicator, identify which are ethical to post on social media
and which are not. Explain your answer.

Chapter References:

Reference: Madrunio, M. & Martin. (2018). Purposive Communication. Quezon City: C& E
Publishing, Inc.
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Chapter 2

Communication and Globalization

Local and global communication in
multicultural settings
Varieties and registers of spoken and written
language
LEARNING OBJECTIVES: At the end of the chapter, you should be able to:

1. Demonstrate an understanding of the impact of globalization on communication

2. Demonstrate an understanding of how cultural diversity affects communication
3. Demonstrate an understanding of the concepts of varieties of English

================================================================

What other words can you think of that you can relate
to the globalization?

Engage
Globalization
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Explore

TOPIC 1: Language and Communication

Read the essay entitled “What is Globalization Anyway?

What is Globalization Anyway?

By Alex Gray (World Economic Forum, 2017)

How globalization works

In simple terms, globalization is the process by which people and goods move easily
across borders. Principally, it's an economic concept – the integration of markets, trade and
investments with few barriers to slow the flow of products and services between nations. There
is also a cultural element, as ideas and traditions are traded and assimilated.

Globalization has brought many benefits to many people. But not to everyone.

Storm in a coffee cup

To help explain the economic side of globalization, let's take a look at the well-known
coffee chain Starbucks.
The first Starbucks outlet opened its doors in 1971 in the city of Seattle. Today it has
15,000 stores in 50 countries. These days you can find a Starbucks anywhere, whether
Australia, Cambodia, Chile or Dubai. It's what you might call a truly globalized company.
And for many suppliers and jobseekers, not to mention coffee-drinkers, this was a good
thing. The company was purchasing 247 million kilograms of unroasted coffee from 29
countries. Through its stores and purchases, it provided jobs and income for hundreds of
thousands of people all over the world.
But then disaster struck. In 2012, Starbucks made headlines after a Reuters
investigation showed that the chain hadn't paid much tax to the UK government, despite having
almost a thousand coffee shops in the country and earning millions of pounds in profit there.
As a multinational company, Starbucks was able to use complex accounting rules that
enabled it to have profit earned in one country taxed in another. Because the latter country had
a lower tax rate, Starbucks benefited. Ultimately, the British public missed out, as the
government was raising less tax to spend on improving their well-being.
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How did globalization happen?

We might think of globalization as a relatively new phenomenon, but it’s been around
for centuries.
One example is the Silk Road, when trade spread rapidly between China and Europe
via an overland route. Merchants carried goods for trade back and forth, trading silk as well as
gems and spices and, of course, coffee. (In fact, the habit of drinking coffee in a social setting
originates from a Turkish custom, an example of how globalization can spread culture across
borders.)

What drives it?

Globalization has speeded up enormously over the last half-century, thanks to great
leaps in technology.
The internet has revolutionized connectivity and communication, and helped people
share their ideas much more widely, just as the invention of the printing press did in the 15th
century. The advent of email made communication faster than ever.
The invention of enormous container ships helped too. In fact, improvements in
transport generally – faster ships, trains and airplanes – have allowed us to move around the
globe much more easily.

What's good about it?

Globalization has led to many millions of people being lifted out of poverty.

For example, when a company like Starbucks buys coffee from farmers in Rwanda, it
is providing a livelihood and a benefit to the community as a whole. A multinational company's
presence overseas contributes to those local economies because the company will invest in
local resources, products and services. Socially responsible corporations may even invest in
medical and educational facilities.

Globalization has not only allowed nations to trade with each other, but also to
cooperate with each other as never before. Take the Paris Agreement on Climate Change, for
instance, where 195 countries all agreed to work towards reducing their carbon emissions for
the greater global good.

What's bad about it?

While some areas have flourished, others have floundered as jobs and commerce move
elsewhere. Steel companies in the UK, for example, once thrived, providing work for hundreds
of thousands of people. But when China began producing cheaper steel, steel plants in the UK
closed down and thousands of jobs were lost.
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Every step forward in technology brings with it new dangers. Computers have vastly
improved our lives, but cyber criminals steal millions of pounds a year. Global wealth has
skyrocketed, but so has global warming.

While many have been lifted out of poverty, not everybody has benefited. Many argue
that globalization operates mostly in the interests of the richest countries, with most of the
world's collective profits flowing back to them and into the pockets of those who already own
the most.

Although globalization is helping to create more wealth in developing countries, it is

not helping to close the gap between the world's poorest and richest nations. Leading charity
Oxfam says that when corporations such as Starbucks can legally avoid paying tax, the global
inequality crisis worsens.

Basically, done wisely globalization could lead to “unparallel peace and prosperity.”
Done poorly, “to disaster”.

What is globalization in your own understanding?

How does it affect you?
What is the impact on communication?

From the essay above, transition to the next essay entitled “The Effects of
Globalization on Global Communication” by Anam Ahmed and reviewed by: Elisa
Shoenberger, M.B.A. to understand the effect of globalization to communication.

Link: https://bizfluent.com/info-8232542-effects-globalization-global-communication.html

“The Effects of Globalization on Global Communication”

by Anam Ahmed and reviewed by: Elisa Shoenberger, M.B.A.

Connecting with people on the other side of the world is now much easier than it was a few
years ago. Satellites, fiber-optic cables and the internet make it effortless to share information
with those in different time zones and locations. Global communication is directly affected by
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the process of globalization, and helps to increase business opportunities, remove cultural
barriers and develop a global village. Both globalization and global communication have
changed the environmental, cultural, political and economic elements of the world.
Increased Business Opportunities

Many companies today hire employees that are located in other countries. Using
communication vehicles such as video calling make it simple to converse with colleagues
across the globe, almost making it feel as if they are in the same room. Technology also
makes it easier to connect with suppliers and customers all over the world, and to streamline
those relationship through improves ordering, shipment tracking and so on. With this kind
of communication technology, many businesses are able to take advantage of opportunities
in different countries or cities, improving the economic outlook on a global level.

Thanks to global communications, information itself can be transferred as a valuable

business asset from one country to another. This has the effect of making everyone's
operations more modern and efficient, regardless where they are located.

Fewer Cultural Barriers

Many people perceive culture to be the root of communication challenges. When people from
two different cultures try to exchange information, the way they speak, their body language
or their mannerisms can be interpreted differently by the other person. The way people
approach problems and how they participate in communities is all influenced by culture.

Globalization has made it possible, for example, for someone in Japan to understand how
someone in the U.S. goes about their day. With television and movies, cultural barriers are
becoming less prevalent. Being able to communicate effectively and frequently with
colleagues or friends across the planet helps people understand each other’s cultures a little
better.

Creation of a Global Village

You’ve likely heard of the phrase "global village," coined by theorist Marshall McLuhan.
Affected both by globalization and global communication, the global village is created when
distance and isolation no longer matter because people are connected by technology. Wide-
spread telephone and internet access have been life-changing for many people across the
world, especially those in developing countries. Many are now enrolling in universities
across the world without having to leave their desk chair. Virtual assistant jobs are becoming
commonplace, where employees from developing countries work with companies in North
America or Europe, providing administrative support and other business services that can
easily be conducted over the phone or via the internet.

Globalization and global communication have made it easier to see people on the other side
of the world as a neighbor, instead of a stranger from a faraway land. There is so much
knowledge about other countries and cultures available online, that it’s no longer a complete
mystery.
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Which among the effects mentioned do you think applies to you?

Explain

TOPIC 2: Local and global communication in multicultural settings

Terms to understand:

Culture is defined as the sum of a way of life, including expected behavior, beliefs,
values, language and living practices shared by members of a society. It consists of both
explicit and implicit rules through which experience is interpreted.

Intercultural competence is the ability to develop targeted knowledge, skills and

attitudes that lead to visible behavior and communication that are both effective and
appropriate in intercultural interactions.

We communicate with other people with different cultures. Frank (2013) presents the
3P model of culture to raise awareness among communicators in various cultures.

3P of Culture

Perspectives Practices Products

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Perspectives describe "what members of a culture think, feel, and value". This includes
ideas about what is important in life, and beliefs about how younger people should relate to
older members of society. Perspectives define what members of a particular culture
consider appropriate and inappropriate behavior

Perspectives shape practices. Practices include the traditions and typical behaviors in a
culture. The way people communicate can differ greatly from one culture to another, not
just in terms of language but also what people talk about; with whom; how direct they are
when communicating; the gestures they use; their use of eye contact; etc. Practices include
other behaviors as well, from the formal – for example wedding ceremony traditions – to
the informal, such as how people dress and eat on a day-to-day basis.

Food is often the first cultural product that people think of when they think about another
culture. The special foods associated with a particular culture are often the first thing
someone unfamiliar with the culture learns about it. Other cultural products include
clothing, music, and literature.

Culture is strengthened through its expression. The more people engage in the traditions
and ways of living of their culture, the more that culture's perspectives, practices, and products
are reinforced. A tradition that has been practiced for hundreds of years is a very strong
tradition. A culture's perspectives, practices, and products can change over time.
In today’s globalized world, most people have encounters with members of other
cultures, and for many people, this is on a regular basis. These encounters happen in social,
political, and commercial contexts. It is therefore important for people, in all areas of their
lives, to be able to interact successfully with people who are from cultures that are different
from theirs. This ability is called intercultural competence. Intercultural competence is needed
for people from different cultures – with their different values, practices, and ways of
communicating – to avoid conflict and misunderstanding. Intercultural competence requires
people to be flexible in their thinking and to recognize that people are complex. To see people
in ways that are simple and not complex is to stereotype people.
Intercultural competence is not an all-or-nothing ability. People have different levels
of intercultural competence, among themselves, and from context to context. People’s
intercultural competence will be more or less effective depending on their familiarity with the
particular culture they are encountering and the particular stereotypes that they may believe.
No one can be completely prepared for all the intercultural experiences they will have in the
future, and so intercultural competence requires flexibility. This makes the development of
intercultural competence an ongoing process; it never ends. It requires the ability to think
critically about differences. Critical thinking is also necessary to negotiate differences and use
strategies to minimize conflict and misunderstandings.
 28

Micro-culture is….

An identifiable group of people who share a set of values, beliefs,

and behaviors and who possess a common history and verbal and
Elaborate nonverbal symbol system that is similar to but systematically
varies from the larger, often dominant cultural milieu, (Neuleip,
2015).

An identifiable group of people: If other people do not recognize

them as a group, their culture may not be strong enough to really
be a micro-culture.

People in a micro-culture…

… share a set of values, beliefs, and behaviors: This fits

perfectly with the 3P model of culture. Cultures are defined by
their perspectives, practices, and products.

… possess a common history: Having a common history is

another requirement for an identifiable cultural group.

… possess a common… verbal system: The verbal system

is language. The members of the micro-culture speak the same
language. Often this includes special terms that only people in the
micro-culture use (slang or jargon). Sometimes this means that the
micro-culture speaks a different language from the larger culture.
An example of this would be the Spanish-speaking Latinos in the
United States.

… possess a common… nonverbal symbol system: The

members of the micro-culture may use different clothing that
helps to identify them. They may have in common a special type
of art or music. They may use different gestures when they are
together.

… similar to, but systematically varies from, the larger, often

dominant cultural milieu: This means that the micro-culture has a
lot in common with the larger culture, but they also have certain
key differences.
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If you start to think about it, you are a member of many micro-cultures. Your classroom
is one micro-culture that you move through (and create) each day. Other micro-cultures in your
life might have to do with your hobbies, family ties, profession, religion, or politics. We can
see that there are many micro-cultures, and this is connected to the many different aspects of a
person’s identity.

Types of micro-culture:
Elaborate
High-context culture vs low-context cultures

In anthropology, high-context culture and low-context culture are measures of how

explicit the messages exchanged in a culture, and how important the context is in
communication. High and low context cultures fall on a continuum that describes how a person
communicates with others through their range of communication abilities: utilizing gestures,
relations, body language, verbal messages, or non-verbal messages. These concepts were first
introduced by the anthropologist Edward T. Hall in his 1976 book Beyond Culture. According
to Hall, in a low-context culture, the message will be interpreted through just the words
(whether written or spoken) and their explicit meaning. In a high-context culture, messages are
also interpreted using tone of voice, gesture, silence or implied meaning, as well as context or
situation. There, the receiver is expected to use the situation, messages and cultural norms to
understand the message.

High-context cultures often stem from less direct verbal and nonverbal communication,
utilizing small communication gestures and reading into these less direct messages with more
meaning. Low-context cultures are the opposite; direct verbal communication is needed to
properly understand a message being said and doing so relies heavily on explicit verbal skills.

"High" and "low" context cultures typically refer to language groups, nationalities, or
regional communities. However, they have also been applied to corporations, professions and
other cultural groups, as well as settings such as online and offline communication.
 30

Are You from a High-Context or Low-Context Culture?

Answer “Yes” or “No” to the following questions and explain why.

1. In your culture, is it okay to call your teacher or boss by his or her first name?
2. Do you feel frustrated when people do not answer your questions directly?
3. Is it important to you that many people know about your personal accomplishments?
4. Do you feel comfortable with short-term casual friendships?
5. Do you rely more on words than nonverbal means to express yourself?
6. Do you seek rational solutions to problems or personal ones?
7. Do you prefer an individual approach over group decision-making processes for learning
and problem solving?
8. Are results just as important as personal relationships in terms of achieving goals?
9. Is your identity strongly defined outside of group associations (family, work, culture)?
10.Do you feel conflict is a necessary part of human relations and should not be avoided?

If you answer “yes” to six or more questions, odds are you are from a low context culture.

Reflect on how these questions differentiate between high- and low-context cultures.
With your new grasp of high- and low-context cultures, think of scenarios where
communication might break down based on cultural differences. You can also think of how
misunderstanding stemming from different cultural contexts could cause problems. Think of
strategies to avoid potential conflict.
 31

Elaborate

Monochronic vs polychromic cultures

Monochronic cultures like to do just one thing at a time. They value a certain orderliness and
sense of there being an appropriate time and place for everything. They do not value
interruptions. They like to concentrate on the job at hand and take time commitments very
seriously.

In addition, monochronic people tend to show a great deal of respect for private property and
are reluctant to be either a lender or a borrower. This is part of a general tendency to follow
rules of privacy and consideration as well as adhere religiously to plans.

Polychronic cultures like to do multiple things at the same time. A manager's office in a
polychronic culture typically has an open door, a ringing phone and a meeting all going on at
the same time. Though they can be easily distracted they also tend to manage interruptions
well with a willingness to change plans often and easily. People are their main concern
(particularly those closely related to them or their function) and they have a tendency to build
lifetime relationships. Issues such as promptness are firmly based on the relationship rather
than the task and objectives are more like desirable outcomes than must do's.

Collectivism vs individualism
In collectivism, it is some sort of group rather than an individual who is at the center of all
social, political, and economic concerns, and issues. Those who are proponents of this ideology
say that the interests and claims of groups (it may even be a state) supersede those of
individuals. Thus, a society being a group is considered to be superior to an individual. It is
treated as some sort of super-organism over and above individuals that make it. Collectivism
believes in the subjugation of the individual to a group, which may be family, tribe, society,
party or a state. Individual has to sacrifice for the collective good of the people. The proponents
of collectivism consider their stand to be superior to those of individualists as they are morally
superior thinking of the collective good of the group or the society.

In individualism, the focus of all thinking is the individual. When talking of political
ideologies, classical liberalism comes closest to this thinking as individual human being is
taken as the central unit of all analysis. It is not that an individual is any different from the
society. However, an individualist, even while remaining within the society thinks about his
own personal interests. This doctrine believes that society is there, but it is ultimately made up
of individuals who choose and act. The foundation of individualism lies in one’s moral right,
to pursue one’s own happiness. However, it is not in contradiction with collectivism as it
believes that it is necessary for individuals to preserve and defend institutions that have been
made to protect one’s right to pursue happiness.
 32

I. Choose the correct answer of the following statements

1. Culture is defined as:

a. Food, clothing, music, art and literature that represents a specific group of peoples
b. People’s social interaction patterns, values, ideas and attitudes
c. What people think, make and do
d. All of the above

2. The author suggests that having acquaintance only with the grammar, syntax,
phonetics and some of the social conventions associated with English will give
learners real insight into the daily lives of English speakers.
a. True
b. False

3. An important first step in guiding our students' learning about other cultures is to first
get them to explore their own culture. The author suggests doing this in class by:
a. Watching videos about other cultures
b. Having classroom discussions about their own culture
c. Having the students research what culture means
d. Asking students to write about their favorite aspect of their own culture

4. Which of the 3Ps of culture is the easiest to identify?

a. Perspectives
b. Practices
c. Products

5. Students may be able to reduce the amount of time they spend in the culture shock
stage if they understand and anticipate the stages of acculturation.
a. True
b. False

6. Which of the following characteristics would be found in someone who is

“interculturally competent”?
a. Has traveled to multiple countries
b. Can discuss and relate a cultural practice of their own culture to others
 33

c. Not interested in learning about how to greet someone of another culture because
it does not apply to their life
d. Speaks three languages fluently

7. Cultural meanings are symbolic because…

a. They're not really real.
b. They aren't expressed through words.
c. They develop in literature.
d. Their meaning comes through interpretation, not through observation.

Evaluate Task 5: Below are three steps for this

activity. Please do all three steps. However, you only
need to write your answers to the questions in Part C.

A. Make a list of all of the different communities or micro-cultures that you move
through in the course of a normal day or week. Examples might be: home, your
classroom, market, school, bus, friend’s house, temple, mosque, online activity
(including this course) etc.

B. Think about these questions: What are the dynamics that are going on for you when
you go from one micro-culture to another? Is there one where you feel like you
change aspects of yourself to fit in? Is there one that feels different from the others? Is
there one where you feel particularly at home?

C. Choose one of the micro-cultures from your list and write about all of the following:
1. What are core elements (practices, products, people, perspectives) that make this
community a culture?
2. What do you need to know/do to belong in this culture?
3. Is it open to everyone?
4. What do you have to change about yourself when you are in this community?
5. What parts of yourself do you not share?
 34

“Cultural differences should not separate us from each other, but rather cultural diversity
brings a collective strength that can benefit all of humanity. Also, intercultural dialogue is the
best guarantee of a more peaceful, just and sustainable world”.
- Robert Allan Arthur -

References

Frank, J. (2013). Raising cultural awareness in the English language classroom. English Teaching Forum, 2-35.
Hall, E. T. (1976). Beyond culture. New York: Anchor Press.
Neuleip, J. W. (2015). Intercultural Communication, 6th Edition. Thousand Oaks, CA: Sage.
World Learning. (2018). Introduction to culture. In "Integrating Critical Thinking Skills into the Exploration of
Culture in an EFL Setting.
 35

TOPIC 3: Varieties and registers of spoken and written language

Explore World Englishes

Kingsley Bolton

The English language now plays an important role in the lives of a rapidly increasing
proportion of the world’s population. From a global perspective, the sociolinguistically
complex sites of English-using African and Asian societies are no mere exotic sideshow, but
important sites of contact, negotiation, and linguistic and literary creativity.

The expression “world Englishes” is capable of a range of meanings and

interpretations. In the first sense, perhaps, the term functions as an umbrella label referring to
a wide range of differing approaches to the description and analysis of English(es) worldwide.
Some scholars, for example, favor a discussion of “world English” in the singular, and also
employ terms such as “global English” and “international English,” while others adopt the
same terms in their plural forms. Indeed, in recent years, a plethora of terminology has come
into use, including: English as an international (auxiliary) language, global English(es),
international English(es), localized varieties of English, new varieties of English, non-native
varieties of English, second language varieties of English, world English(es), new Englishes,
alongside such more traditional terms as ESL (English as a Second Language) and EFL
(English as a Foreign Language).

In a second narrower sense, the term is used to specifically refer to the “new Englishes”
found in the Caribbean and in West African and East African societies such as Nigeria and
Kenya, and to such Asian Englishes as Hong Kong English, Indian English, Malaysian English,
Singaporean English, and Philippine English. Typically studies of this kind focus on the areal
characteristics of national or regional Englishes, with an emphasis on the linguistic description
of autonomous varieties of Englishes.

In a third sense, world Englishes refers to the wide-ranging approach to the study of
the English language worldwide particularly associated with Braj B. Kachru and other scholars
working in a “world Englishes paradigm.” The Kachruvian approach has been characterized
by an underlying philosophy that has argued for the importance of inclusivity and
pluricentricity in approaches to the linguistics of English worldwide, and involves not merely
the description of national and regional varieties, but many other related topics as well,
including contact linguistics, creative writing, critical linguistics, discourse analysis, corpus
linguistics, lexicography, pedagogy, pidgin and creole studies, and the sociology of language
(Bolton, 2002a).
 36

This ‘three circles’ model is an alternative and influential classification has been put
forward by Kachru in 1985. Note from the following quote that Kachru refers to the ESL/EFL
classification.

Countries in the Inner Circle include the USA and the UK. Countries in the Outer Circle
include Bangladesh, Ghana and the Philippines. Countries listed as being in the Expanding
Circle include China, Egypt and Korea.

The great advantages of this model over the ENL/ESL/EFL one are, first, that it makes
English plural so that one English becomes many Englishes. Second, the model does not
suggest that one variety is any better, linguistically speaking, than any other. The spread of
English has resulted in the development of many Englishes and not the transplanting of one
model to other countries: ‘. . . English now has multicultural identities’ (Kachru, 1985).

Explain Varieties of English

Accent is the way you say words when you speak. It’s all about pronunciation and has
nothing to do with grammar or syntax. With accents, two people may say precisely the same
words, but make them sound completely different.

American English – often abbreviated to AmE – is a variant of the English language, spoken
mainly in the United States. About two-thirds of the world’s native speakers of English live in
America and speak this variant.
 37

English was introduced to North America by British settlers during the colonization period
(17th century). It was also influenced by the many different nationalities which settled in the
US since then and, to a certain extent, by the languages spoken by the Native American
population.

The most obvious differences between American English and British English (BrE) are in
pronunciation and vocabulary although there are also a few differences in grammar.

Unlike most British English accents, American English is generally rhotic, that is it the letter r
is pronounced in all positions of a word. As an example take the word butter. In British English
this is likely to be said as: /ˈbʌtə/. Whilst in American English it’s likely to be said as: /ˈbʌdr̩/.
In American English a /d/ sound is often used where British English uses a /t/ sound: /ˈtuːdə/,
/ˈtjuːtə/. This leads to situations where some American students will write about their personal
tudor instead of their personal tutor, for example.

Australian English (AuE) is a variant of the English language, spoken mainly in the Australia.
Australian English began to diverge from British English shortly after Australia was settled in
the late 18th century. It is similar to New Zealand English and bears some resemblance to
certain dialects of South East England. Generally speaking, Australian English spelling
corresponds to British English spelling. AuE makes a great deal of use of diminutives (e.g.
arvo for afternoon, footy for football).

Black English is a very broad term used to refer to British English and American English as
spoken by the black communities in the US and the UK. To a lesser extent it’s also used to
refer to black communities in places like the Caribbean and Africa. Two of the major sub-
varieties of Black English are African American Vernacular English (AAVE) and British
Black English (BBE). To a lesser extent it’s also used to refer to black communities in places
like the Caribbean and Africa.

African American Vernacular English or AAVE is a distinct dialect of English,

sometimes classed as a variety of English. It is also known as Ebonics though this is not a term
used by linguists and is sometimes used pejoratively. AAVE has its roots in the slave trade
where people captured in various parts of Africa, and from a variety of language backgrounds,
were forced to create a pidgin or creole (a common language composed of fragments of their
native languages) in order to communicate. Eventually this incorporated elements of English
so it could also be used to communicate with the slave owners.

AAVE has a language structure which has much in common with a number of African
languages. One interesting aspect of AAVE is the tenses used which appear to be less rigid
than in standard English. For example it distinguishes between the recent past and the distant
past.

I been done it. (distant past)

I done it. (recent past)
I did it. (very recent past)
 38

British Black English (BBE) has some similar origins but is based on a Jamaican
creole spoken by Caribbean communities, mainly in London but also in large cities such as
Manchester, Bristol, Birmingham, Leeds and Nottingham.

There is a history of British sugar planters in Jamaica, which was a British colony until 1948,
after which in the 1950’s there was significant immigration to London as England welcomed
workers in its post war expansion and rebuilding. Jamaican Creole is recognized as an
independent variety with its own grammar and vocabulary.

Increasingly British Black English speakers are finding their own voice in literature
such as rap poetry and song, with Benjamin Zephaniah a respected name. There is no standard
form of orthography so much of the language is written semi-phonetically – “yuhself” for
“yourself” “dat” and “dem” for “that” and “them”, “nuff” for “enough”, “respek” for “respect”.

British English (BrE) is a variant of the English language, spoken mainly in the United
Kingdom. Bear in mind, however, that here is, in fact, no single British English variation of
English. Instead there are a considerable number of variations mainly found in different
locations. Thus, for example, there is: Scottish English, Irish English, Welsh English,
Northumbrian, Norfolk, Cornish, The Queen’s English, BBC English, RP or Received
Pronunciation. However, the differences between these variations are mainly ones of accent
and pronunciation with a few vocabulary variations rather than differences in grammar.

Received Pronunciation (RP) is a form of pronunciation used in British English.

Most accents in the UK are regional, that is people from one area will speak with a particular
accent whilst people from another area speak with a different accent. If you listen to British
people it’s often easy to tell where in the country they come from: a person from Liverpool
will often sound very different from a person from London, for example.

However, RP is slightly different in that it is non-regional. It is the type of pronunciation that

is considered regionally neutral standard. It is spoken by what used to be called “the upper
classes” in Britain and it’s spoken by people who have attended expensive fee-paying schools
like Eton and Harrow and come from old aristocratic families. It suggests a privileged social
and educational background. RP gained prestige status as the accent of the court (called the
King’s or the Queen’s English), and thence of government, higher education and broadcasting.
Most educated people now speak a modified RP, incorporating regional features. RP is
considered irrelevant, elitist, or out of date. Nevertheless, in the absence of a credible
alternative, RP endures, and most UK-published ELT course books and dictionaries as their
standard.

Varieties of English Grammar

Present Perfect vs Past Simple

BrE sometimes uses the present perfect whilst AmE uses the past simple.

BrE: Have you eaten all those biscuits?

AmE: Did you eat all those…
BrE: Have you ever seen the film, Casablanca?
AmE: Did you ever see the movie, Casablanca?
 39

While vs Have
BrE: Have you got new training shoes?
AmE: Do you have new sneakers?
BrE: I’ve got some Wellington boots you can borrow.
AmE: I have some galoshes you can borrow .
BrE: I haven’t got time for a holiday this year.
AmE: I don’t have time for a vacation this year.

Irregular Verbs

BrE: dive – dived – dived Last night she dived into the pool.
AmE: dive – dove – dived Last night she dove into the pool.
BrE: get – got – got The baby has got a lot bigger.
AmE: get – got -gotten The baby has gotten a lot bigger.

to/till/until vs through

BrE: The optician is open from eight till four.

AmE: The optometrist is open from eight through four.

Prepositions

Shall vs Should
BrE can use shall for offers and suggestions while AmE uses should:

BrE: Shall I call a taxi?

AmE: Should I call cab?

Question Tags
BrE uses a lot of question tags. AmE does not; instead it uses words like right and ok:

BrE: I’ll park on the verge, shall I?

AmE: I’ll park on the shoulder, right?

Collective Nouns
BrE can use a singular or plural verb for collective nouns while AmE uses only a singular
verb:

BrE: The team are playing badly.

AmE: The team is playing badly.

Adverbs
In informal speech, AmE sometimes useadverbs without the -ly ending:

BrE: Autumn was really cold this year.

AmE: Fall was real cold this year.
 40

Double Imperatives
With double imperatives beginning with go, AmE sometimes drops the joining and:

BrE: Go and open the door.

AmE: Go open the door.

New Englishes in Southeast Asia

According to Leimgruber (2011), most adaptations in New Englishes in Southeast
Asia, concerns vocabulary, which shows substantial creativity among their users. Since
English arrived in the region, new cultures and new needs have led to the creation of a wide
range of new words that represent the required meanings more adequately. Local places, things
and objects for which terms are absent in English also have to be created. As a result, large-
scale borrowing has happened. Bautista and Gonzalez (2006) suggest that adaptation is the
most obviously apparent in loanwords, which can be seen in the following examples:

Singapore English Meaning

Abang elder brother; male cousin
Bodoh dull, unintelligent
Hanram Prohibited
Mabok intoxicated, drunk

Brunei English Meaning

makan Food
kecil makan little food, thus a snack
adat Traditional law
kampong Traditional village
bomoh a traditional medicine man

Philippine English Meaning

amok Crazy
barang luggage, bits and pieces
boondock Mountain
carabao a water buffalo
kundiman a love song

Loan translation, a form of borrowing from one language to another whereby the semantic
components of a given term are literally translated into their equivalents in the borrowing
language, is also a very common feature in Southeast Asian Englishes. For example:

Malaysian English Loan Translation

red packet a sum of money folded inside red paper and given at the
Chinese New Year to unmarried younger relatives
spring roll dish consisting of a savoury mixture of vegetables and
meat rolled up in a thin pancake and fried
 41

Philippine English Loan Translation

open the light/radio turn on the light/radio
since before yet for a long time
joke only I'm teasing you
you don't only know you just don't realize
I am ashamed to you I am embarrassed because I’ve been asking you so
many
favours.
making foolishness misbehaving

The essential features of the varieties of language should be given attention by users coming
from different cultures. One has to be aware and sensitive to the linguistic diversity in an
intercultural community. Knowledge of the diversity avoids misunderstanding, lessens
communication breakdown, and allows interactive communication.

Elaborate

Task 6: Fill the first column with the Philippine English equivalents of the words in the 2nd
and 3rd columns.

Philippine English American English British English

refrigerator/ice box fridge

I’m good/Pretty Formal: I’m fine, thank you and you?
good. Informal: Fine thanks. You?
I beg your Sorry?/Excuse me?
pardon?/Pardon?

Toaster Toaster oven

How are you? How do you do?
Just a minute Just a second

Please stay on the Please hold

line

Hold on Hang in there

get on catch
 42

Connecting your I’m putting you through

call…

May I ask who’s Who’s calling please?/

calling? May I ask who’s calling?/
Could I have your name, please?
Cell Mobile/mobile phone/phone
gasoline petrol
blackout power cut

Where are you from? Where do you come from?

bathroom/restroom toilet/loo/john/bog

closet wardrobe

trash/garbage rubbish

replica/fake fake/counterfeit/knock-off

sneakers trainers/runners

carry-on hand luggage

baggage/carry-on
luggage

take-out/to go takeaway

co-worker workmate/colleague

carousel roundabout

refillable unlimited refills

corporate head office/headquarters

headquarters/main
office/head office

switch on/switch off turn on/turn off

the next two weeks/ the week after next

the week after next

air conditioner air conditioner/AC

extraordinary marvellous

wading pool paddling pool

 43

dude/man mate

funds/credit credit

garbage can dustbin

flextime flexitime

bachelorette party hen night

model home show house/home

bachelor party stag night

electrical outlet

Language Registers
Language register is the level and style of your writing. It should be appropriate for
the situation you are in. The language register determines the vocabulary, structure, and some
grammar in your writing. The three most common language registers in writing are: Formal,
Informal, and Neutral

The formal register is more appropriate for professional writing and letters to a boss
or a stranger. The informal register (also called casual or intimate) is conversational and
appropriate when writing to friends and people you know very well. The neutral register is
non-emotional and sticks to facts. It is most appropriate for technical writings.

Formal Language Register

Formal writing is impersonal, meaning it is not written for a specific person and is written
without emotion.

Formal writing includes:

• Business Letters • Letters of complaint
• Some essays • Reports
• Official speeches • Announcements
• Professional emails

Rules of the formal language register:

1. Avoid contractions

Contractions are not usually used in formal writing, even though they are very common in
spoken English. In formal writing, you should spell out contractions.
 44

In formal writing, you should use:

• cannot instead of can’t • have not instead of haven’t
• will not instead of won’t • could not instead of couldn’t
• is not instead of isn’t

Contractions CAN be used if you are quoting someone’s exact words in your writing.

Example: “Two-thirds of my eighth grade students can’t read at grade level,” the professor
stated.

2. Write in third person point of view

In formal writing, we usually do not use first person or second person unless it is a quote.
Avoid using: I, You, We, Us

Examples:
X You can purchase a car for under P500,000.
√ One can purchase a car for under P500,000. or
√A car can be purchased for under $10,000.

3. Avoid using too much passive voice

In formal writing it is better to use an active voice.
Passive sentences:
The article was analyzed by the staff.
The research was completed by the students in 2009.
Active sentences:
The dog ate the bone.
The students completed the research in 2009. or
In 2009, the students completed the research.

4. Avoid using slang, idioms, exaggeration (hyperboles) and clichés

Slang is common in informal writing and spoken English. Slang is particular to a certain
region or area.

Examples of slang:
• awesome/cool • okay/ok
• check it out • in a nutshell

A cliché is a phrase that is overused (said too often).

Common clichés:
• too much of a good thing • moment of truth
• Time is money. • Don’t push your luck.
• Beauty is only skin deep.

5. Avoid abbreviations and acronyms

For abbreviations, write the complete word the first time, then use the abbreviation.
When using acronyms, write the entire name out the first time it appears, followed by the
acronym. From then on, you can use the acronym by itself.
 45

Examples:
• National Aeronautics and Space Administration (NASA)
• Kansas Department of Transportation (KDOT)

Do not use slang abbreviations or symbols that you would use in friendly emails and texts.

Examples:
• LOL (laugh out loud) • ttyl (talk to you later)
• & • b/c (because)
• w/o (without) • w/ (with)

6. Do not start sentences with words like and, so, but, also
Here are some good transition words and phrases to use in formal writing:
• Nevertheless • Additionally
• However • In addition
• As a result of • Although

7. Always write in complete sentences.

8. Write longer, more complex sentences.

Informal Language Register

Informal writing is written in the way we talk to our friends and family. We use informal
writing when we are writing to someone we know very well.

Informal writing includes:

• Personal e-mails • Phone texts
• Short notes • Friendly letters
• Most blogs • Diaries and journals

There are no major rules to informal writing. With informal writing, you can include things
such as:

• Slang and clichés • Figurative language

• Symbols and abbreviations • Acronyms
• Incomplete sentences • Short sentences
• First person, second person, and third person
• Paragraphs or no paragraphs • Jokes
• Personal opinions • Extra punctuation (Hi Bob!!!!!!!)
• Passive and active voice
 46

SUMMARY

• Globalization affects the economy as it involves the movement of people and

products.
• Because people move, globalization affects communication.
• The diversity of people affects communication.
• Awareness and sensitivity to multi cultures determine success of communication
Chapter 3

Communication Aids and Strategies

Using Tools of Technology
GENERAL LEARNING OBJECTIVES:

At the end of the chapter, you should be able to:

1. Convey ideas through 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.
3. Promote cultural values.

Specific Learning Outcomes:

1. Differentiate between the types of communication aids and strategies.
2. Evaluate multimodal texts based on models and criteria set.
3. Prepare and create digital multimodal texts using tools of technology.

================================================================

Study the images below and write your ideas about these guided by
the following questions:
a. What ideas about technology do the images present?
b. Do these present positive or negative ideas about technology?

Engage

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
 Explore

Technology and Communication

The rapid technological development has undeniably made a huge impact in the
area of communication. In the present, effective communication invests on utilizing
various media with each having unique characteristics that influence how one
communicates given different contexts.

There are various modes through which people communicate with each other. In
the past, these modes took the form of handwritten messages, typewritten messages, short
telegrams, computer- encoded texts as well as landline telephone conversations and audio/
video- recorded messages. Because each mode of communication is distinct from the
other, the ways in which individuals craft the message differ.

Given the communication tools below, identify the examples of technology by

putting a check mark on the space before each item; after which, share your thoughts on
the choices made (why did you say so?).

Smart Phone/ Cellular Phone Mobile Data

Desktop/ Laptop Internet Connection
Tablet Electronic Mail/ E-mail
Social Networks (FB, twitter…) Messenger App/ Group Chat
Poster Power Point/ Slides Presentation
Hand-out Blog
Book/ Module Comics
Newspaper/ Magazine Brochure
Chalkboard Tarpaulin

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
 Explain

COMMUNICATION AIDS AND STRATEGIES

A. Communication Aids

Communication aids are also referred to as Augmentative and Alternative

Communication (AAC) devices. AAC is defined as „a huge range of techniques which
support or replace spoken communication; these include, among others, gestures, signs,
symbols, word boards, communication boards and books.

There are two main types of AAC system: (1) unaided communication and (2) aided
communication.

Unaided communication does not use additional equipment. Body language, gesture,
vocalization, and signing are rather typically observed.
Aided communication on the other hand uses equipment, ranging from low- to high-
technology methods, with pictures and symbols often used, or together with words and
available hardware options. While a low-tech method of communication like a simple book
with a few pages of pictures or symbols would be a communication aid, the term „device‟
would only describe a more high- tech solution. An electronic communication aid can be a
dedicated device or can be a standard computer software including devices which are
increasingly used to help people communicate.

B. Communication Strategies

Communication strategies can generally be (1) verbal, (2) nonverbal, or (3) visual.

Verbal communication strategies can be broken down into two categories of written
and oral communication. Written strategies consist of avenues such as e-mail, text and chat;
whereas, oral strategies cover phone calls, video chats and face-to-face conversation.

Nonverbal communication strategies consist mostly of visual cues, such as body

language, physical distance between communicators, or the tone of voice. These cues are
typically not intended. It is important however to realize the message being relayed;
otherwise, one may be saying one thing, yet the receiver is hearing another.

Finally, visual communication strategies can be seen through signs, web pages, and
illustrations. These are used in the workplace to draw attention and provide documentation.

C. Media-based Communication Tools

In line with the above, the following media-based communication tools are
forwarded: (1) computer-based media, (2) audio-visual media and (3) low-tech media.
 Computer- based media, in communication, help the speaker to concretize an abstract
idea by creating presentations (slides presentation for example) for an audience. This
indicates utilizing devices to present text, graphics, video, animation and like in an integrated
way.

Audio- visual media on the other hand are directed at both the sense of hearing and
the sense of sight. These include films, recordings, slides, photographs, and projected
materials among others.

Meanwhile, low- tech media are those materials readily available designed for easy
use as chalk board, flipchart and hand-outs among others.

Emphatic of the dynamic convergence or combining of two or more communication

aids and/or strategies within the same text and where different aids and/or strategies are
attended to as part of meaning-making, multimodal materials come about.

Elaborate

Task 1

Directions: Expound on the following reasons for using communication aids and strategies
in light of the audience involvement and the communication context/ situation.

1. Focus audience‟s attention.

2. Reinforce ideas.

3. Involve and motivate the audience.

4. Serve as logical proof.

5. Help the speaker.

 Explore

Creating Multimodal Texts

Creating is defined as „the development and/or production of spoken, written, or

multimodal texts in print or digital forms‟ and is an embedded literacy expectation across
all disciplines.

Multimodal on the other hand is described as the strategic use of „two or more
communication modes‟ to make meaning, for example image, gestures, music, spoken
language, and written language.

While the development of multimodal literacy is strongly associated with the

growth of digital communication, „multimodal is not synonymous with digital‟. In
understanding multimodal texts, consider that these may be:

Paper Digital Live Transmedia

This is where a
story is told using
„multiple delivery
channels‟ through a
combination of media
platforms, for
example, book,
comics, magazine,
film, web series, and
video game media all
working as part of the
same story.

Classify the following items based the types of multimodal texts specified above:
- slide presentations - posters - theatre
- comics - video games - film
- festivals - blogs - books

Explain

CREATING MULTIMODAL TEXTS USING TOOLS OF TECHNOLOGY

Broadly understood, print-based multimodal texts include comics, picture

storybooks, graphic novels; and, posters, newspapers, and brochures. Whereas, digital
multimodal texts cover slide presentations, animation, book trailers, digital storytelling, live
action filmmaking, music videos, and various web texts and social media.
A. Modes and Meaning System

Five broad semiotic or meaning making systems may be considered when assessing/
interpreting a multimodal material; these are, depending on the material being considered:
written- linguistic, visual, audio, gestural, and spatial patterns of meaning (New London
Group, 1996).

1. Written/ Linguistic Meaning

This concerns spoken and written language through use of vocabulary, generic
structure, and grammar.

2. Audio Meaning
This concerns music, sound effects, noises, ambient noise, and silence,
through use of volume, pitch and rhythm.

3. Visual Meaning
This addresses still and moving images through use of color, saliency, page
layouts, vectors, viewpoint, screen format, visual symbols; and, shot framing,
subject distance and angle, camera movement and subject movement.

4. Gestural Meaning
This addresses movement of body, hands and eyes; facial expression,
demeanors, and body language; and, use of rhythm, speed, stillness and
angles.

5. Spatial Meaning
This deals with environmental and architectural spaces and use of proximity,
direction, layout, and position and organization of objects in space.

B. Multimodal Texts

The following include multimodal materials that best accommodate the application of
these meaning patterns; these include the (1) poster; and (2) blog. To facilitate the making
and evaluation of these, helpful tips and guide have been integrated.

1. Making Posters

In designing a poster, the importance of D-A-M-P is underscored: Design,

Audience, Message, and Purpose; having all these elements right produces more
impact and effect for the output. Consider choice of images, design, layout, color, and
text to create intended meaning.

Visual Design is central to the way meaning is communicated through a

visual text. In particular, key elements that underpin design are considered:
alignment, proximity, contrast and repetition. Within this, color harmony, texture, use
of imagery and font choice are accounted alongside purpose, organization and clarity.
 Posters come in different types guided by the purpose requiring specific text
structures, visual design, and language features. Common types used in classrooms
include:

 promotional posters for films, books, exhibitions, events and the like;
 information report posters; and,
 campaign or awareness raising posters.

Making a Poster is a great way to advertise an upcoming event, tell people of

a point of view and the like. Whether one draws a poster by hand or designs it
digitally, it is important to think about how this will read from both up close and far
away.

a. Drawing the Poster

 Write a list of the elements needed to be included in the poster.

 Brainstorm on important information to be included including stylistic
elements that will support the main point.

 Sketch out the design in a regular piece of paper.

 Careful not to crowd the page too much, since a clustered poster won‟t
have as much visual impact; space out letters evenly.

 Have the main slogan or headline at the center of the poster.

 Make sure the poster is easy to read up close and from a distance. The
headline should be large and clear and should be relatively simple and
easy to understand.

 Use the top, bottom, and sides for other important details.
 Make sure the poster answers the questions what, where, and when
including both the date and time of the event.

 Include a call to action (if people are wished to act further).

 The call for action is an invitation to the viewer to follow up on the
information in the poster; this is especially important for those
designed to promote an event.

 Color the poster.

 Note that red, orange, and yellow are energizing colors, making them
great for political signs and events posters; blues and greens are
peaceful, thus being good for informative posters; and the neutrals
(black and white) may make powerful statement as well.

 Add symbols and graphics.

 Symbols make powerful impact on the poster without needing
additional words. May also consider adding a photo; one taken
personally or from a free stock photo.
 b. Designing a Digital Poster

 Search online for an image- editing software or a poster creation website.

 May consider designing a poster in image-editing software like
Photoshop or Paint.

 Decide on the size of the poster.

 Opt for smaller posters that are about 11 by 17 inches especially for
those to be printed in bulk; medium- sized posters, or about 18 by 24
inches, are fit for putting up in schools; whereas, large posters usually
about 27 by 40 inches are best for movies or advertisements.

 Include necessary information in the poster.

 Importantly, when someone stops to read the poster, he/she should be
able to easily find the information needed. Include relevant websites or
phone numbers that viewers may need to know.

 Choose a font that matches the message.

 The font should match the purpose of the poster. A bold, easy-to-read
font like Impact is a good choice for a political poster; a soft, scrolled
font like Script is ideal for fundraiser or other formal events.

 Add in color.
 Note that cool colors are calming while bright ones are energetic and
bold.

 Print poster as needed.

 May consider seeking assistance in a print shop.

c. Additional Tips:

 Use bright colors and strong contrast to create an eye- catching design;
depending however on the purpose of the poster.

 Project as to where the poster will be located.

 If the poster is going to be next to other posters, may consider adding

creative boarders.

Meanwhile, poster evaluation is focused on the type of message, audience and

purpose and the extent to which various aspects such as font type and style, design,
imagery, color, and symbolism.
 Evaluating Posters

The following are factors to consider when analyzing and developing a

poster; guide questions were included for a smooth analysis.

1. Meet the poster.

a. Quickly scan the poster; what do you notice first?

2. Observe its parts.

a. Does it have a message printed on it?
b. Are there questions or instructions?
c. Does it say who created it?
d. Are there people, objects, places and activities included?
e. What are the main colors used?
f. Are there symbols contained?
g. Does the poster try to persuade mainly through words, visuals, or both
equally?

3. Write a paragraph summarizing the poster.

4. Try to make sense of it.

a. When could the poster be?
b. What was happening at the time the poster was created?
c. Who do you think are the intended audience members?
d. Why was it created? (List from the poster that such tells you so)

5. Use it as historical evidence.

a. What did you find out from the poster that you did not learn anywhere else?
b. What other documents or events may be used to help you understand the
topic?

2. Writing Blog Posts

Blogs, like diary entries, are individual accounts of a writer‟s experiences and
emotions. Thus the viewpoint is usually personal and subjective. These however are
different from the usual traditional journal or diary entry in the sense that blogs are
uploaded in online platforms that make it easier for bloggers (those who write blogs)
to include visual features, as well as links to other sites on the net.

Compared to diary entries, blogs are public in nature and are more concerned
with communicating a message, rather than simply expressing or documenting an
idea or emotion.

The following are steps which may be undertaken in writing a blog post; may
focus however on those which concern writing blog posts.
a. Determining Writing Style
 Research other blogs that are similar to planned blog.
 Get some ideas for own blog by noting interesting and compelling
details in other people‟s blogs.
 Notice the layout, content and images on other blogs.
 Pay attention to how posts are, the frequency of these, and the subject
matter.

 Consider the audience.

 The language to be used and the style of writing shift based on who the
blog post is for.
 Treat a personal blog like a conversation.
 Avoid jargon, complicated sentences or clichés.
 May include references, a glossary, or explanations to ensure the
readers can follow along.
 For business and marketing blogs, think about what readers expect.

 Think about what to say differently about a certain topic or issue.

 An effective blog post offers unique information to the readers,
whether it‟s an opinion, experience or guide.

b. Creating an Introduction
 Choose a topic.
 Note that more specific blog posts are usually most effective.

 Come up with a title.

 The title is the first thing the readers will see so make this attention
grabbing.
 Make the title simple; those clear and easy to read are most effective.

 Write a captivating opening.

 Identify a need- think about what problems or issues the reader would
want to solve then create an opening line that promises to answer this
need.
 Ask an intriguing question, one that seems interesting for readers.
 Say something unexpected but is still related to the topic.
 Make a claim or promise; make sure however that the claim may be
backed by solid content.

c. Creating the Meat for a Post

 Organize content.
 Note that online readers may have short attention span; thus, work on
saying the most with the fewest words.
 Create an outline for the post breaking the topic down into sections,
short paragraphs or subtitles.
 When writing a post with a list, use numbers to organize the content.
 May refer to blog post templates online.
 Draw on outside sources and content.
 These outside sources and content serve the purpose of backing
claims.
 Include expert quotes and industry research depending however on the
topic.

 Breakdown the topic.

 Give readers practical and easy to apply information.
 If dealing with blogs containing steps, be specific and go through each
step in a logical order.

 Keep the content concise and to the point.

 Avoid packing in too much information into one blog post.
 Note that the blog has an unlimited amount of space for posts and
images; focus however on one aspect of a topic then expand on
another aspect in another blog post.
 Elaborate

Task 2

Directions: Evaluate the digital poster below guided by the poster evaluation process
discussed earlier. After which, make a write-up giving premium on the message being
conveyed; visual features as text styles, color schemes, and images/symbolisms; motivations/
reasons for making the poster; and, insights derived.

*This poster is an output during the Training on the New General Education Subjects
 Write-up
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 Elaborate

Task 3

Directions: Comment on the features of the educational blog entitled “Reasons Why Social
Media in the Philippines is HUGE.” Use the following questions as your guide.

1. What message is the blog communicating?

2. How does it communicate this message?
3. How relevant are the visual features of the blog- specifically the images, layout,
colors, graphics, and the like?
4. Does the blogger provide adequate claims and links?

To facilitate understanding of the message, an excerpt is provided below; note

however that although the texts were lifted verbatim, these do not account for the actual
graphics and font styles used. Consider browsing the site for the visual evaluation of this-
visit the link: https://www.d8aspring.com/eye-on-asia/3-reasons-why-social-media-in-the-
philippines-is-huge. For better results, consider typing the title of the blog.

Three Reasons Why Social Media in the Philippines is HUGE

 Eye on Asia blog by Ian Estares

The Philippines is an archipelago consisting of over 7,100 islands. It is

home to several ethnic groups speaking about 183 different dialects. With this
cultural and geographic divide, the country is known for its diversity.
Nevertheless, certain traits do run from one end of the nation to the other and
everyone seems to be connected through social media.

Social interactions are a basic part of daily life in the Philippines. That’s
why it comes as no surprise that Filipinos are quick to take social media.

The Filipino Digital Future

The internet population is continuously growing in the Philippines. With so

many trends coming and going, it’s hard to ascertain what the digital future of the
country will look like.

One thing is for sure- information is a driving force to empower and to

connect a country as geographically and culturally diverse as the Philippines. The
availability of information and the ability to share it in real-time has been a game
changer, particularly in politics and calamity response. The growth of social
media in the country is still expanding.
 Blog Evaluation
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 Evaluate

Directions: Write a 400- 500- word blog on any topic of your choice. You may choose
from any of the following reasons for blogging, such as to: inform, entertain, instruct, and
persuade while being guided by the tips earlier accounted. As this is focused on the content,
use the grid below to at least describe/ enumerate the images, links and others features to be
included. To facilitate smooth planning, fill out the table below.

What is the topic of your

blog? Is this interesting to the
public? Explain your answer.

What is the purpose of your

blog?

How do you plan to organize

the parts of your blog?

What images or graphics do

you plan to include?

What links to other sites do

you plan to include?

How do you plan to layout

the blog? What color scheme
do you plan to adopt?

Criteria:
 Content 20 pts.
 Does the blog have a theme or focus that is of interest to the public? Is the
purpose clear? Was the message communicated well? Were there
convincing support materials for claims and assertions?
 Organization 10pts.
 Were the points arranged clearly and logically? Is there order and logic in
the ideas presented in the entire blog?
 Blogging Conventions 5 pts.
 Does it take a personal and subjective viewpoint? Were the features as
images, links, layout and color scheme described?
 Language and Mechanics 5 pts.
 Does the blog account for correct grammar and mechanics?
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Chapter 4

Communication for Various Purposes

GENERAL LEARNING OBJECTIVES:

At the end of the chapter, you should be able to:

1. Convey ideas through 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 ideas persuasively using appropriate language registers, tone, facial expressions
and gestures.
4. Adopt awareness of audience and context in presenting ideas.

TOPIC 1. FUNDAMENTALS OF ESSAY WRITING

Specific Learning Outcomes:

1. Review the fundamental concepts underlying effective communication.
2. Demonstrate understanding of the conventions of writing an essay.
3. Appreciate the value of clearly explaining a phenomenon in written discourse.
4. Write an argumentative essay on a pressing issue in field of specialization.
5. Develop multimodal materials reflective of solutions to an issue.

TOPIC 2. CONFIDENCE IN ORAL PRESENTATIONS

Specific Learning Outcomes:

1. Review the public speaking essentials.
2. Prepare effective introduction and conclusion for a presentation to create lasting
impressions.
3. Critique an oral presentation.

================================================================
Introduction

Understanding the several foundations of successful communication as purpose,

knowledge of audience and the organization of ideas allows one to thrive whether in written
or in spoken discourses.

A. Knowing the Purpose

Every essay or speech should have a specific purpose, an exact statement of

what one wants the audience to understand, do or believe.
 As a guiding question, “why are you writing or speaking?” One may wish to
entertain the audience, to inform of something he or she feels should be known or
understood better, or to persuade audience members to change their viewpoint on
how they feel about a certain issue. One‟s purpose however may overlap, depending
on the intended meaning; this may cover entertaining, informing, and persuading
altogether. Notably, the same frames the vocabulary, language, and tone used to
communicate.

B. Knowing the Audience

Equally important is an awareness of the audience (readers or listeners) - that

is, to whom one will write or speak. Knowledge of the purpose and the audience go
hand in hand. Clearly, it is the audience who one may teach, instruct or entertain.
Note that effective writers and speakers analyze the audience‟s needs.

The level of formality and intimacy are also determined by the audience. This is
manifested by the vocabulary employed affecting tone- the attitude conveyed.

C. Organizing Ideas

Having known the purpose for writing and/or speaking and to whom the
process is directed (audience), one also has to consider another critical foundation
which is the organization of ideas. Organization basically refers to the way one puts
something together.

Consider creating an outline- a diagram that shows how the intended content
will be organized. The outline helps organize what one intends to write or say. It
helps ensure which vital information should be placed in the presentation further
ensuring that the content leads to the fulfilment of the purpose initially set. Finally,
this may literally serve as a checklist, crossing off items after inclusion in the essay or
speech.

FOCUS PRINCIPLES for Writing and Speaking

Focused : address the issue, the whole issue and nothing but the
issue.
Organized : systematically present your information and ideas.
Clear : communicate with clarity and make each word count.
Understanding : understanding your audience and expectations.
Supported : use logic and support to make your point.
D. Basic Communication Principles

To aid in becoming an effective communicator, whether through written or

spoken means, one has to master principles such as the following.

1. Be Clear
Make the meaning clear by using definite, specific, and concrete
language.

2. Use Familiar Words

The goal is to communicate the message, not to confuse the
audience.

3. Eliminate Clutter
Make sure the sentences do not contain unnecessary words as the
paragraphs do not contain unnecessary sentences.

4. Stay Active
Write and speak in the active voice; note that this is usually more
direct and compelling than the passive voice.

5. Put Statements in Positive Form

Tell readers or audience what is happening; don‟t center on sharing
only those which should not be done.

6. Use Parallel Structure

Use the same grammatical forms for expressions that are part of a
group. Note that parallel structure comes down to consistency.

E. Suggested Ways of Disseminating Information

1. Publishing information in newspapers and/or issuing a press release.

2. Disseminating information through an individual or an organization‟s
website (blogs and emails among others).
3. Sharing information through social media or on an organization‟s website
(social networking sites).
4. Publishing Program or Policy Briefs.
5. Publishing project findings in journals and publications.
6. Presenting in national conferences and meetings.
7. Presenting program result to local community groups.
8. Creating toolkits of training materials and curricula for communities.
9. Public service announcements.
10. Creating and distributing materials such as posters, guides, DVDs and the
like.
TOPIC 1. FUNDAMENTALS OF ESSAY WRITING

Reflect on the tips forwarded by the poem below entitled “Tips for
Writers”. Rewrite the poem following these.

Tips for Writers

- Anonymous

Engage Don’t use no double negatives.

Make each pronoun agree with their antecedent.
Join clauses correctly, like a conjunction should.
Verbs has to agree with their subjects.
Don’t write run on sentences they are hard to read.
Don’t use commas, which aren’t necessary.
Try not to ever split infinitives.
Correct speling is essential.
Proofread your writing to check if any words out.
A preposition is a poor word to end a sentence with.
Don’t be redundundant.

Tips for Writers

- Anonymous

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 Explore

Brainstorming

For successful essay writing, one must present thoughtful and logical
arguments for the cause advocated. Essentially, this must be supported with data
claims and examples.

Brainstorming is one of the great ways to gather ideas before writing. Consider
writing down ideas that come to mind about the topic. Given these, construct the ideas
in ways that support the arguments.

Given a topic of your choice, do a cluster diagram to facilitate and structure the
ideas to be considered suppose you will be asked to write an essay. Be guided by the
template below; use extra sheets is necessary.

Brainstorm around the main idea and come up with sub-topics related to it.
Place them around the center. Note that you may further brainstorm around the sub-
topics.

Sub-
sub-
topic 1
Sub-
topic 1

Main
Topic

Sub- Sub-
topic 2 topic 3
 Cluster Diagram

I. UNDERSTANDING THE ESSAY

The main goal in writing (or speaking) is to share meaning, and in doing so,
I. UNDERSTANDING THE ESSAY

The main goal in writing (or speaking) is to share meaning, and in doing so, one
informs, persuades or entertains. It is important to communicate the message to the audience
clearly and without distractions that can occur from wordy sentences, incorrect spelling and
grammatical errors

A. Making an Argument

In the context of essay writing, arguments may be understood as “reasons

given in proof or rebuttal” where reasons are defined as “statements offered in
explanation or justification.” Directly said, these are explanations in support of
viewpoints.

Essays are examples of written works that address “why” questions

consequently offering explanations. Given varied writing approaches, particular
topics are explained the readers. Understanding that essays meant to inform or
educate and persuade the readers, convincing and adequate support for the
explanations should then be provided.

B. Establishing Topic Sentences

A topic sentence introduces the main idea of a paragraph. The arguments

serve as the backbone for the essay and may become the topic sentences for the three
body paragraphs.

Given an outline with the topic sentences in an essay prototype, may consider
this:
Topic: __________

Brainstorming Results (summarized in three general statements):

1. ______________________________________________________
2. ______________________________________________________
3. ______________________________________________________

I. Opening Paragraph

II. Three- Paragraph Body (3 Paragraphs)

A. 1st Paragraph: Brainstorming Result 1 serving as Topic Sentence 1
B. 2nd Paragraph: Brainstorming Result 2 serving as Topic Sentence 2
C. 3rd Paragraph: Brainstorming Result 3 serving as Topic Sentence 3

III. Concluding Paragraph

C. Crafting Opening Paragraphs
The first few sentences intend to grab the reader with an “unexpected or
dramatic scenario or story.” Reviewing the primary purposes of an essay which are to
inform (teach) and to persuade (attempt to change someone‟s mind about an issue),
efforts should focus on taking the readers‟ attention and sustaining this. Distinctly, the
opening paragraph should contain a thesis statement.

The thesis statement is the “central message” of an essay or the essay‟s “main
idea” in general; this may be captured in a single sentence. Interestingly, this can also
be more detailed- giving the readers an even clearer picture of the essay. It can
contain a blueprint, which is a list of ideas in the topic sentences.

A thesis statement that starts with a general sentence and narrowed through
different points (topic sentences) is found to be ideal. It introduces the main idea and
directs to what will become the three topic sentences that begin the body paragraphs.

Note on the following common grammatical considerations to improve

accuracy and credibility of writing.

Comma Splice

Sample sentence: Cadet Simpson picked up the box of Meals

Ready to Eat, she helped prepare meals for several cadets.

Analysis: The comma joins two independent clauses that could

easily stand alone as separate sentences. To remedy, make
each clause a separate sentence or use a conjunction such
as “and” after the comma.

Run-on Sentence

Sample sentence: The search-and-rescue (SAR) lasted several

days all the cadets were exhausted by the end of the week.

Analysis: The first independent clause ended with the word

“days,” but the sentences runs on without punctuation. The
error is easily remedied by placing a period after “days” and
starting a new sentence with the word “all,” which would be
capitalized.

Pronoun- Antecedent Disagreement

Sample Sentence: A cadet must attend an encampment in order

to secure their award.

Analysis: The pronoun “their” refers back to “cadet,” but the

words disagree in number. “Cadet” is singular and “their” is
plural. May consider using singular pronouns if not pluralize
the “cadet”.
 D. Using Transitions in Body Paragraphs

Note that a typical essay contains at least three segments (paragraphs), each
with different topic sentences but guided by one central idea. Transitions will be
helpful in connecting the main points so that the essay flows from one point to the
next.

Transitions tell the audience when one has finished relating one idea and is
switching to a new thought. These are phrases like “in addition to”, “however” and
“therefore,” which also indicate using logic or thinking in the presentation.
“Therefore,” for instance indicates having presented several ideas that, taking
together, lead to a certain conclusion.

Transitions perform double duty, working within the paragraphs and in

between paragraphs.

E. Anticipating and Refuting Objections

Objections and disagreements which are reasons or arguments presented in

opposition should be anticipated. Understanding that not everyone will agree with
one‟s writing (or speech) demonstrates maturity. To balance between arguments and
potential disagreements, one may anticipate the most likely point of disagreement and
use the opportunity to provide additional support for the thesis.

In the end, writers show respect for others- even those who may oppose them- by
admitting that their thesis may not be flawless, but they can still use the objection(s)
to further their own cause.

F. Concluding

The conclusion reiterates the thesis/ thesis statement utilizing different words.
This covers restatement of the main points (topic sentences) in unique and memorable
ways to end the essay.

II. ARGUMENTATIVE ESSAY

Argumentative essays, while these follow the principles of essay writing as specified
in the above overview, share some research processes.

Comparable with blogs which aim to entertain, instruct, inform and persuade with or
without research support, argumentative essays need research to support the writer‟s claim or
position. Readers expect the presentation of a clear stand on an issue that has at least two
sides. The purpose is to present well-reasoned conclusions in order to persuade the audience
to accept or at least seriously consider a point of view.
A. Steps in Writing an Argumentative Essay

Broadly illustrated, the following steps may be undertaken.

1. Decide on an issue which you wish to work on.

a. Check on an issue that has two opposing viewpoints (interesting and
debatable).
b. Translate the topic into a research question.

For instance, an issue on taking a position concerning waste segregation,

such topic may be translated to:

Why should the practice of proper waste segregation be instituted in the

barangay?

2. Prepare list of possible sources.

a. Decide on the acceptability of sources considering relevance,
reliability, recency of facts and figures contained and the like.

3. Read through the sources identified and take research notes.

a. Endeavor to find answers to the research question from the sources;
may consider searching for other sources until enough support is
obtained.
b. Note on the three kinds of notes as paraphrases, summaries and direct
quotations.

Paraphrasing is done when one uses his/her own words in taking down
notes. Summarizing is taking the gist given that the information provided
in the source is lengthy. Taking the essential thoughts, may consider
copying verbatim or exactly what is presented in the source. Essentially,
whatever the type of noting done, don‟t fail to cite the source.

4. Formulate the thesis statement for the essay.

a. In this essence, the thesis statement expresses the writer‟s stand on the
issue/ topic.
b. Present strong position that is supported by evidence.

The evidence may include:

 Facts: data that have been objectively proven and are generally
accepted (such as historical facts, scientific data, statistics and
the like).
 Examples: should be sufficient number of examples to prove
the case.
 Support from authority.
 Opinions of experts.
5. Write an outline.
a. This should contain all the main points in the essay- for both the
writer‟s arguments and opposing arguments. So that, given a guide,
refer to the table below.

Thesis Statement
Writer‟s Arguments Opposing Arguments
Specific Support Specific Support
Sources for the Support Sources for the Support

6. Write the essay strictly observing citation conventions.

a. Increase formality of the argumentative essay by investing on a third-
person point-of-view.
 Elaborate

Directions: Read the prototype essay below and answer the questions that follow. In the
course of reading, consider dissecting the parts based on the conventions earlier discussed.

Earth Day at 50: Lessons for the Post-Coronavirus World

- Renzo Guinto

Today is the 5oth anniversary of Earth Day. First launched in the United
States on April 22, 1970, this annual event highlights the constant need for global
collective action to address our pressing environmental challenges, many of which
are products of our own doing. Since the first Earth Day, significant progress has
been achieved- countries have established national environmental protection
agencies, domestic laws for cleaner air and water have been passed by
parliaments, and international treaties for the ozone layer, biodiversity, and the
global climate have been signed. Of course, much more still needs to be
accomplished so we can leave a more sustainable planet for generations to come.

Unfortunately, this year’s golden commemoration falls in the middle of a

global pandemic. Unlike in the first 49 years, this Earth Day will see no street
marches, press conferences, or tree planting events. COVID-19 made today a
different kind of Earth Day- however, it does not mean we cannot turn it into
something historic, meaningful and consequential. Inside our homes during this
time of worldwide quarantine, we can meditate with the earth, harvest new
lessons, and make blood pledges for the post- COVID world.

What this pandemic is teaching us is that disrespect for the Earth has dire
consequences for human health and wellbeing. COVID-19 is a zoonosis, which
simply means an infectious disease transferred from animals to humans. Recent
studies have shown that SARS-Cov-2, the virus that causes COVID-19, came
from bats and is transferred to humans by an intermediate host animal such as
pangolins, which are some of the world’s most critically endangered species and
also the most trafficked animals in the planet. Unfortunately, consumption of
pangolins and other wild animals for food and other purposes is still rampant in
places like China and neighboring Asian countries. Meanwhile, rapid urbanization
is resulting in the encroachment of forest ecosystems by cities, which tighten the
interface between humans and wild animals. If we want to reduce the risk of
another zoonotic epidemic in the future, wildlife consumption must be stopped,
and a major rethink about urbanization in the post-COVID era is necessary.

COVID-19 is also showing us how environmental inequalities are deeply

intertwined with health inequities; therefore, a combined approach to addressing
the two is crucial in building pandemic- resistant societies. Not only the elderly and
those with pre-existing conditions face higher risk of dying from COVID-19, but
also those exposed to significant air pollution which weaken the lungs and render
them susceptible to infection. Those who are suffering the most with the
unintended consequences of extreme social distancing measures are those
without access to comfortable housing, clean water, or nutritious food; take for
example those who live in urban slums in the Philippines and other developing
countries. Social and environmental privileges protect only a few and leave the
majority of the population behind. Therefore, acting on the environmental
determinants of health not just for some but for all is preventive medicine for future
outbreaks.

We must also not be deceived by the mirage of environmental improvement

peddled in our social media newsfeed. Indeed, societal lockdown and economic
shutdown helped clear our skies and streams, reduced carbon emissions, and
encouraged wild animals to wander around our cities. However, we must
remember that these temporary gains for the environment are reaped at a massive
human cost- not to mention they are probably not going to be sustained. These
developments are not a cause for premature celebration; instead, they serve as a
cautionary tale- that abrupt shocks such as a pandemic or the subsequent
economic pause generate catastrophic impact for people even if they appear
beneficial for the planet. Rather than wait for another sudden disruption of this
scale, we must choose the path of gradual and planned transformation that
decarbonizes the economy, promotes human health, and protects vulnerable at
the same time.

The societal response to pandemics also leaves an ecological footprint. It is

understandable that in the early phase of an epidemic, environmental
considerations may be put to side. However, once the public health strategy has
been refined through iteration and repetition, environmental consequences must
then be taken into account in the same manner we are preparing for our actions’
social and economic side effects. The widespread use of disposable masks may
be adding to ocean plastic pollution; a pandemic crisis is therefore not an excuse
for skipping good solid waste management practices. Proper disposal of personal
protective equipment (PPE) and other materials used in healthcare provision must
also be instituted- before they become a new source of both infection and
pollution.

Finally, our journey to post-COVID era, no matter how long it might be, must
embrace a different narrative- not that of return to old dirty habits, but of transition
to a new realm that gives priority to the health of people and the planet. As the
great Indian writer Arundhati Roy said of pandemics, “It is a portal, a gateway
between one world and the next.” This is right time to begin considering new
models of development such as the Doughnut Economy- one that meets basic
human needs while respecting planetary boundaries; the City of Amsterdam in the
Netherlands just recently adopted it as their post-pandemic exit plan.

We are now given a bit more time to revise our global strategy for long-term
environmental protection. The global COVID-19 response, imperfect it may be, is
demonstrating that rapid collaborative action on a planetary scale is possible;
hence, there is hope for the climate. A holistic approach that integrates promoting
human health and protecting ecological integrity must inform our blueprint for the
post- COVID world.
1. How does the author introduce the topic of his essay?

2. What exactly is the phenomenon being addressed?

3. What explanations were provided for this phenomenon? Summarize the points in three
sentences.

4. Was there an issue introduced? What solution/s was/were offered to address this?

5. How does the author end the essay?

6. Identify the transition statements and explain how these were used.
 Evaluate

Task 1

Directions: Write a 600- 750 word argumentative essay on a pressing issue in your field
of specialization following the steps specified. Apart from explaining the issue and providing
research results in support of the arguments, solution(s) should be given in your capacity as a
student. The essay should contain the complete parts as introduction, body and conclusion.
The introduction and the conclusion should not be longer than two paragraphs. To facilitate
smooth writing of the essay leading to solutions to the issue, follow the guide provided
below.

Issue or Topic:
(Note that the issue or topic to be worked on should be a pressing concern in your field of
specialization towards a solution that you may offer as a student. Example: Bullying in the
Education Field and Managing Health Care Wastes in the Nursing Field.)

 _________________________________________________________________

Research Question based on the Topic:

(May consider having only one (1) research question stated in a way that presents two
opposing viewpoints.)

 ________________________________________________________________

List of Sources:
(Scout possible sources for the data to be used in the essay, may consider exploring
Google Scholar for research support. Meanwhile, the following are NOT considered: any
religious reference, work of literature, dictionary, personal blogs or diary entries, and
Wikipedia.
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 ________________________________________________________________
 ________________________________________________________________
 ________________________________________________________________
 ________________________________________________________________
 ________________________________________________________________
 ________________________________________________________________
 ________________________________________________________________
 ________________________________________________________________
 ______________________________________________________________________
(Search on various sources until desired answers have been obtained. To insure complete
citation of sources, note on the complete bibliographical entry upon encounter of these. Use
extra sheet as necessary.)

Notes Obtained from the Sources

(Lift significant statements from the sources found and classify these as to type: paraphrase,
summaries, and direct quotation. Use extra sheets as needed.)
 

 

 

 

 

 

 

 

 

 
Thesis Statement

 _________________________________________________________________

Essay Outline
(This outline guides you in writing the argumentative essay.)
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Final Argumentative Essay
Title: _______________________________________________________
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Criteria:
 Content 20 pts.
 Does the essay have a clear stand or thesis?
 Does the author provide convincing explanation and adequate
research support for the claims?
 Are there evidences of in-text citations?
 Organization 10pts.
 Are the ideas presented in a logical and organized manner?
 Does the author employ appropriate transition statements?
 Citation Conventions 5 pts.
 Does the author provide a complete and accurate list of sources
used in the essay?
 Language and Mechanics 5 pts.
 Does the essay account for correct grammar and mechanics?

Evaluate

Task 2

Directions: Design a poster with the aim of disseminating the issue with emphasis on the
proposed solution. Be guided by the tips in making a poster discussed in the previous
chapter. May also refer back to the poster evaluated as an example.

Criteria:
 Text 10 pts.
 Poster contains reasonable amount of readable and error- free text
with appropriate font size/ style.
 Color 10 pts.
 Color schemes employed are appropriately anchored on the theme
addressing the issue/ topic.
 Images 10 pts.
 Poster images compliment the theme identified and rather stimulate
interest and discussion.
 TOPIC 2. CONFIDENCE IN ORAL PRESENTATIONS

Speaking in front of a group may result to stage fright- an anxiety everyone feels at
one time or another when speaking in front of people.

Since likely the worst thing is to go up to a podium and not know what to say, it
makes sense that by adequately preparing the speech, one can decrease stage fright up to 75
percent.

----------------------------------------------------------------------------------------------------------------
Express your thoughts on the following images. After writing your
ideas on each, practice delivering these extemporaneously.

(1) Notes:

Engage

(2)
Notes:

(3) Notes:

e
 Common Speaking Methods

When speakers present a speech, they employ of one of four common methods:
reading from a manuscript, speaking from memory, speaking without specific
preparation, and speaking extemporaneously with preparation.

Describe the following methods of delivery and give situations by which each is
appropriately used.

1. Manuscript (Read Speech)

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2. Memory (Memorized Speech)
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 Explain

I. Presentation Skills

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; similar guidelines apply to both types.

Among the key aspects of a successful oral presentation are: having a firm idea of
what the audience already knows, careful presentation and rehearsal, making the presentation
structure clear, and dealing effectively with questions.

A. Outlining the Speech

The organization of the speech begins with an outline that differs slightly from
that of the essay earlier presented.

1. The Specific Purpose

Begin with a specific purpose, a clear statement of what is hoped to be

accomplished as a result of the speech. Like in writing, there are three main
purposes in public speaking: to entertain, to inform, and to persuade.

2. The Central Idea

The central idea is like the thesis statement used in writing. It is a

compact expression of one‟s argument. It is the main point, so one may wish
to state this more than once during the course of the talk to ensure the
audience (who, unlike the readers, can‟t go back and review the main point)
understands the message.

3. Introduction

Many of the principles writers use to craft their introduction apply to

speakers as well. However, it is especially important for speakers to include
an overview in their introduction. During the overview, the subject of the talk
and the main points are clearly identified. Again, comparable to readers,
listeners (audience) cannot review or skim the thoughts ahead.

4. Body and Conclusion

As with written communication, a speech essentially includes a body

and a conclusion. Typically, arguments are encapsulated in three points
 extended through explanation and support materials (statistics, accounts
among others); whereas, the central idea is restated in the conclusion.

B. Preparing the Presentation

The following account for the steps to be undertaken in preparing a

presentation. Points to consider were specified for every step.

1. Think about the presentation context.

a. Who are the audience and what are their interests?
b. How big will the audience be?
c. How long is the presentation to be?
d. What equipment is available for visual aids?
e. Will there be time for questions?

2. Decide on the topic.

a. Plan on the main point or points to be communicated.
b. Write these clearly in sentences or through outline.

3. Structure the content.

a. Start with the collection of ideas then arrange these into sequence.
b. Decide on the relative weight (importance) of each section of the
presentation.

4. Think of ways of catching listeners’ interests.

a. Use examples, anecdotes, impressive statistics, interesting
quotations and the like as necessary.

5. Plan on visual aids to be used.

a. Think about how the information to be presented may be packaged
through visual materials.

6. Check overall length and the relative weight of sections.

a. Note that “a little too short is better than even a little too long.”

7. Finish preparation of visual aids.

a. Common among presentation visual aids is the PowerPoint (refer
to conventions discussed earlier on the preparation of this).
b. Make sure alternatives such as hand-outs are prepared in case of
technical problems.

8. Plan the exact words for the opening, transition points, and the
conclusion.
a. Consider writing the introductory and concluding sentences on a
card (palm card).

9. Rehearse the presentation.

a. Practice alone or ask a friend or family member to listen.
b. Speak simply but in academic or conversational style.
 c. Project voice across the room.
d. Check timing carefully and make adjustments if necessary.
e. Think about possible questions to be asked.
10. On the presentation day, stay calm and organized.
a. If nervous, breathe slowly and deeply for a few minutes.
b. Concentrate on the audience and on how the message is clearly put
across.

C. Additional Presentation Tips

1. On knowing the audience.

Emphatically, understanding the interest of the audience, as earlier

accounted, is essential to understanding how to focus the presentation. Speak
to the interest and educational level of the audience.

2. On dressing appropriately.

Dressing appropriately for the audience helps to establish rapport

(connection). For formal conference presentations, a suit may be more
appropriate. If unsure about the dress code for an event, ask someone who has
attended a similar conference or meeting.

3. On structuring the presentation.

The presentation should be well organized to include at least the basic

structure:
 a slide that shows the title of the presentation and the name of the
presenter;
 the body of information; and,
 a clear conclusion that summarizes the presentation.

4. On practicing the presentation.

Practicing the presentation beforehand is always a good idea. Ask

someone to observe of any mannerism (such as saying “uhm” frequently
among others) that needs to be eliminated or if any of the concepts presented
does not make sense. Certainly, practicing allows one to identify any portion
of the presentation that does not flow properly and that needs further work.

5. On knowing the time limit of the presentation.

Most class and conference presentations have a time limit that is

strictly enforced by an instructor or a moderator. Make sure that the
presentation does not go beyond the time limit. Timing the presentation
beforehand will clarify if there‟s a need to cut back on the amount of material
presented.
 Rules for Slides Presentations

a. 10- 20- 30 Rule (Kawasaki, 2005)

 10 Slides
 Having a limit of 10 slides allows the speaker to manage the cognitive
load for the audience. This posts challenges to design the presentation in
manners that only important items are included as unnecessary details are
eliminated.

 20 Minutes
 The challenge in limiting the presentation to 20 minutes lies within the
speaker focusing on important details of the message. In case more time may be
spared, this may be devoted to discussions and questions on the presentation
thus involving the audience.

 30-size Font
 When designing the presentation, keep in mind that anything shown
must be visible to everybody in attendance; depending on the room and screen
size, most will be able to see texts that are at least at 30- size font.

Associated to this is the 6 x 6 Rule, where the presenter limits any text to 6
words per line and 6 lines per slide; others however adopt the 7 x 7 and/or 9 x 9.
Slides visually less cluttered allow audiences to see the main ideas immediately.

b. Tips for Making Effective Slides (Weyenberg, 2014)

 Think about the slides last.
 Think about the main message first, practice and time this, then start
planning on the slides. Note that the presentation needs to stand on its own as
the slides provide the audience a visual experience that adds to the words.

 Create a consistent look and feel.

 Use related design, colors and imagery across all the slides. As much as
possible, create a few slides to hold sample graphic elements.

 Think about topic transitions.

 Create one style for the slides then another style for the transitions
between topics. This may provide the audience a visual cue that one is moving
in to a new topic.

 With text, less is almost always more.

 One thing to avoid- slides with a lot of text, especially if it‟s a repeat of
what one is saying. Having a lot of words in the slide gives the audience the
impression of needing to split their attention between what they‟re reading and
what they‟re listening to.

 Use photos that enhance meaning.

 Look for photos that: speak strongly to the concept being shared and are
not compositionally complex.
D. Signposts and Language Signals

To keep the audience engaged and to help them follow the arguments,
effective speakers use signposts- brief verbal cues indicating progress through an
outline.

The restatement is a type of signpost that speakers use to emphasize their key
points. If someone says something twice, you know that it must be important.

Signposts (used to signal transitions) are more important in public speaking

than they are in writing as readers can re-read confusing passages, use the margins to
number the main points, use a highlighter to mark key passages and the like. In
contrast, an audience listening to the speaker lacks those benefits, so it is up to the
speaker to help the audience follow along.

1. Introducing the Talk

 I‟d like to talk about
 I‟m going to discuss
 I want to tell you about
 What I‟d like to do is to explain to you
 What I‟m going to do is to discuss
 What I want to do is to give an account of

2. Ordering Points (Time Order)

 To begin with At the beginning At the start
 Second Then/ Next After that
 Finally At the end

3. Ordering Points (Listing and Adding)

 First Second Third
 A second reason The third aspect
 Another point Other factors
 Also In addition
 Last Finally

4. Starting a New Section

 Now
 Moving on If we move on to
 Turning to If we turn to

5. Transition
 Having considered… let us now move on to
 So these were our methods… what about the results

6. Contrasting
 By contrast However But
 Nevertheless on the other hand
 7. Referring to Visual Aids
 The slide shows Here you can see
 This is Here are

8. Rephrasing
 That is To put it in another way
 In other words

9. Giving an Example
 For example For instance Such as
 Say Like Including
 To give an example An examples of this is
 Here is an example Let me give an example

10. Emphasizing
 Actually In fact Indeed
 Importantly Surprisingly Interestingly
 It is clear that Clearly Obviously
 I‟d like to underline Highlight Emphasize
 It is important to bear in mind Remember

11. Defining
 By… we mean We can define … as

12. Concluding the Talk

 So Finally To conclude
 To summarize Summing up In conclusion
 I‟d like to finish by saying
 I‟d like to conclude now with a few remarks about

E. Non-verbal Considerations

1. Posture
 Stand straight but not stiff.
 Balance weight on both feet.
 Note that standing well allows the diaphragm to adjust when
controlling breathing and voice production.

2. Movement and Gestures

 Too much movement is distracting as no movement at all is boring
and uncommunicative.
 Use movements and gestures to signal transition points or to stress
points of importance.
 Avoid meaningless gestures and repetitive movements.
 Use the pointer only when necessary, and with a firm
movement.
 Keep hands close to the body when using this.
 3. Facial Expressions
 Facial expressions must match the message.
 Relax facial muscles- looking nervous makes the audience feel
uncomfortable.

4. Voice
 Speak a little louder than necessary projecting the voice at the back
of the room.
 Use diaphragm to do this not the muscles of the throat.
Otherwise, the voice loses resonance and power and
becomes less pleasant to listen to.
 Speak a little more slowly than normally done, especially if feeling
nervous (keep track however of the time of presentation).
 A useful rule-of-the-thumb is: the larger the audience, the
more slowly one should talk.
 Use voice as a communication tool.
 Vary the speed- speak more slowly in the introduction and
the conclusion.
 Use stress for important points and contrasts.
 A short silence can emphasize a point or a transition

5. Eye Contact
 Eye contact creates a relationship between the speaker and the
audience.
 It encourages the audience to listen.
 It helps to relax the speaker.
 Start and end with direct eye contact, looking around the whole
audience.
 Look at your visual aids (and notes if you have them) only
when necessary; don‟t stare at them when presenting.
 Look at the audience as much as you can.
 Don‟t look always at the same section of the audience, or at one
“victim”. Focus on one person or group for 1-2 seconds; then look at
another person/ group, then another.

Confidence in Delivery

1. Check the equipment beforehand.

2. Practice repeatedly, especially in front of peers willing to “act” as an
audience.
3. Memorize the introduction and the transition into the first point.
4. Smile and Relax. Smiling can help hide the fear from the audience.
5. Take a brief walk before beginning the speech.
6. Make eye contact with audience members.
7. Involve the audience by asking questions and seeking their opinion of
the topic.
8. Look neat and tidy. It will help boost confidence.
 Elaborate

Task 1

Directions: Given the issue identified in topic one(1) and the materials prepared on the
dissemination of the solution to this (poster), assume that a presentation is to be done before
an audience composed of professionals. Find out as much about the audience by answering
the following.

1. Who are likely to attend the presentation?

2. What is their background (education, profession, age range, gender, and the like)?

3. How do you convince them of the solution to such a pressing issue?

 Elaborate

Task 2

Directions: Write the actual statements to be delivered to introduce and close the
presumed presentation on the issue chosen.

 Introduction:

 Conclusion:

Elaborate

Task 3

Directions: Evaluate an oral presentation guided by the criteria below. Visit

http://www.youtube.com/watch?v=nSGqp4-bZQY. (Undergraduate Students Unwittingly
Subjected…)
 Scoring Criteria for Oral Presentation:

Total
Category Scoring Criteria Score
Points
The type of presentation is appropriate for the
audience and information is presented in a logical 10
Organization
sequence.
(15 points)
Presentation appropriately cites sources/ references,
5
if not direct authors.
Introduction lays out the problem well and
establishes a framework for the rest of the 5
presentation.
Technical terms are well defined in language
5
appropriate for the group.
Presentation contains accurate information.
Content 15
(45 points)
Materials included are relevant to the overall
10
message/ content.
Points made reflect well the report’s relative
5
importance.
There is an obvious conclusion summarizing the
5
presentation.
Speaker maintains good eye contact with the
audience and is appropriately animated (gestures, 5
movements, …)
Speaker has clear, audible voice.
5
Delivery is poised, controlled, and smooth.
5
Presentation
Good language skills are exuded.
(40 points) 5
Visual aids are well prepared, informative, effective,
5
and not distracting.
Information was well communicated.
5
Length of presentation goes with the weight of
10
information presented and time set.
Score Total Points 100
 Evaluation Write-up
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 Evaluate

Directions: Make a Slides Presentation packaging the gist of the Argumentative Essay
following the 10- 20- 30 Rule (as a modification, may extend up to 15 slides). Highlight the
significant ideas on the issue worked on and the proposed solution(s) to this.

Criteria:
 Content 15 pts.
 All required slides were included with correct information.
 Topic is presented clearly in organized manner.
 PowerPoint Graphics 5 pts.
 Text is eligible.
 Graphics rather enhance presentation.
 Language and Mechanics 5 pts.
 Capitalization and punctuation are correct throughout the
presentation. No grammatical errors were found.
 Sources 5 pts.
 Sources of information were cited in the presentation.
Chapters Three(3) and Four(4) References:

Australia Center for the Moving Image. 2002. Film It: The Filmmaker‟s Toolkit.
https://www.acmi.net.au/education/online-learning/film-it/. Accessed on July 2020.

Educational Technology and Mobile Learning. 2014. Tips to Design Effective Presentations.
https://www.educatorstechnology.com/2014/07/10-tips-to-design-
effective.html?m=1. Accessed on July 2020.

Estares, I. 2019. Three reasons why social media in the Philippines is huge. Eye on Asia.
https://www.d8aspring.com/eye-on-asia/3-reasons-why-social-media-in-the-
philippines-is-huge. Accessed on July 2020.

Faculty of Forest and Natural Resources Management. 2008. Handbook for Effective,
Professional Communication.

Madrunio, M. R., and I. P. Martin. 2018. Purposive Communication: Using English in

Multilingual Contexts. C and E Publishing Inc. South Trinagle, Quezon City.

O‟Brien, A. 2018. Creating Multimodal Texts. http://creatingmultimodaltexts.com/.

Accessed on July 2020.

Rappler.com. 2002. Earth Day at 50: Lessons for the Post-Coronavirus World.
https://rappler.com/voice/thought-leaders/opinion-earth-day-lessons-post-
coronavirus-world.

Study.com. 2016. What are Communication Strategies: Definition, Types and Examples.
https://study.com/academy/lessson/what-are-communication-strategies-definitiontion-
types-examples.html. Accessed on July 2020.

The U.S National Archives and Records Administration. 2018. Analyze a Poster.
https://www.archives.gov/education/lessons/worksheets/poster.html. Accessed on
July 2020.