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COMM11: Purposive Communication

This document is a learning guide for the course COMM11: Purposive Communication at Visayas State University. It contains the vision, mission, and quality policy of the university. The foreword introduces the goal of strengthening integrated communication skills and providing exercises to improve grammar, vocabulary, and language use in social contexts. The acknowledgments section thanks various administrators and contributors for their assistance in developing the learning guide.

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100% found this document useful (1 vote)

2K views201 pages

COMM11: Purposive Communication

Uploaded by

Niña Mae Lacno Into

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Available Formats

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COMM11

PURPOSIVE COMMUNICATION
LEARNING GUIDE
TP-IMD-02 v0 No. DLABS-IM-002

DAISY P. ACORITAY
WINDY PAULA INTO
JENNIFER T. MALANGUIS
RIZA MAE L. MANINGO
DANIEL JOSEPH T. TAN

COLLEGE OF
ARTS AND SCIENCES

DEPARTMENT OF
LIBERAL ARTS AND
BEHAVIORAL SCIENCES
2020
No copies temporary or permanent, in whole or in part of this
IM shall be made without written permission from the
author/s.

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Vision: A globally competitive university for science, technology, and environmental conservation.
Mission: Development of a highly competitive human resource, cutting-edge scientific knowledge TP-IMD-02
V0 07-15-2020
and innovative technologies for sustainable communities and environment.
No. DLABS-IM-002
Vision

A globally competitive university for science, technology, and

environmental conservation

Mission

Development of a highly competitive human resource,

cutting-edge scientific knowledge and innovative
technologies for sustainable communities and environment.

Quality Policy

The Visayas State University (VSU) is a higher education institution created by

law to provide excellent instruction, conduct relevant research and foster
community engagement that produce highly competent graduates necessary
for the development of the country. Toward this end, we, at the Visayas State
University, commit to:
1. produce highly competent, quality and world-class manpower in
science and technology (S&T), especially for agriculture,
environmental management and industry who are proficient in
communication skills, critical thinking and analytical abilities,
2. generate and disseminate relevant knowledge and technology that
lead to improved productivity, profitability and sustainability in
agriculture, environment and industry,
3. satisfy the needs of the industry, the community and government
sector who are in need of quality graduates and technology ready for
commercialization through the establishment, operation, maintenance
and continuous improvement of a Quality Management System which
is aligned with the requirements of ISO 9001:2015.
ii Comm11: Purposive Communication

It shall be the policy of the university that the quality policies and procedures
are communicated to and understood by all faculties, staff, students and
other stakeholders and that the system shall be continually improved for their
relevance and effectiveness.

Learning Guide in

Title
COMM11: Purposive
Page

Communication

Page iii of 201

Foreword

A remarkable characteristic of a human being represents the ability to

communicate effectively through different modes of communication.
Nevertheless, it is significant to note that not only do we communicate in
order to be heard at all times, but we also communicate to deliver social
benefits in various social contexts. In order to improve this ability, we need to
learn how to respond to various communication challenges, such as linguistic
ambiguity, choice of the proper medium, awareness of multicultural diversity,
the demands of globalization, and many others. The goal of this Learning
Guide in Purposive Communication is to strengthen the integrated
communicative skills of each student.
In addition to this, the Learning Guide provides detailed discussions on the
dynamic concepts of globalization and its advice on resolving issues like
communication in the modern world, demands on multicultural environments
where sociolinguistic competence is needed. This skill requires every
individual to address the issues of language and culture in a diverse
community.
In the future, we expect every student to have good discourse competence.
That is why the Learning Guide provides a range of activities to improve their
ability to turn broader patterns of conversation into substantive
communication. The benefit of using this Learning Guide is that every student
is given correct language-related exercises in diverse social contexts. Thus,
embedded in this Learning Guide are series of exercises aimed at improving
your knowledge of grammar, vocabulary, rules of speech and response, and
the accurate use of language in various social contexts.
At Visayas State University, every student is required to carry out research
activities and major projects related to your programs. Hence, Purposive
Communication Learning Guide has prepared critical thinking exercises,
reading comprehension activities, successful planning and writing strategies,
among others.
Given this modular way of teaching, please note that your professors are
always ready to help you understand the discussions in this Learning Guide.
You can send us a message, and we are here to direct and help you enjoy
quality education.

THE AUTHORS

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Acknowledgment

We express our sincere gratitude to the administration of Visayas State

University, led by our supportive president, Dr. Edgardo E. Tulin, for giving us
the opportunity to develop this Learning Guide for our dear students.
We are also grateful to the people behind VSU web team who provided us
with technical guidance for the completion of this Learning Guide.
To Dr. Guiraldo C. Fernandez, Director of Instruction and Evaluation; Dr. Ma.
Rachel Kim L. Aure, Head, Instructional Materials Development; Dr. Candelario
L. Calibo, Dean of the College of Arts and Sciences; Dr. Jett C. Quebec, Head
of the Department of Liberal Arts and Behavioral Sciences, and Dr. Maria
Vanessa E. Gabunada, Language and Humanities Section Head, for their
frequent assistance and encouragement.
To the co-authors and to all those who have contributed, in one way or
another, to the success of this Learning Guide. Thank you very much.
Above all, Praise God, for wisdom and strength.

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About the Author/s

DAISY ACORITAY
Professor Acoritay is currently a faculty
member of the Liberal Arts and Behavioral
Sciences Department here at Visayas
State University. In 2001, she graduated
from Leyte Normal University with a
Bachelor of Arts in Communications Major
in Mass Communication. She also
successfully completed the Teacher
Education Program at Aklan State
University in 2007. She studied further and
earned her Master of English degree at the
Leyte Normal University in 2011. She
completed the academic requirements of
the Doctor of Arts in Education (DALT)
program at the Leyte Normal University in
2018 and is currently studying at Cebu
Normal University in the Doctor of
Education program Major in English
Language Teaching.

WINDY PAULA INTO

Miss Into finished Master of Education
Major in English at Visayas State
University in 2019. She is a licensed
teacher and currently a faculty member of
the Department of Liberal Arts and
Behavioral Sciences of Visayas State
University.

JENNIFER T. MALANGUIS
Miss Malanguis graduated at Visayas
State University in 2019 with the degree of
Bachelor of Arts in English Language.
Currently, she is studying Master of
Science in Language Teaching while
working as an English Language Instructor
at the Department of Liberal Arts and

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Behavioral Sciences (DLABS), Visayas

State University, main campus.

RIZA MAE L. MANINGO

Miss Maningo graduated cum laude of the
degree Bachelor of Arts Major in English
Language, in Cebu Normal University in
2010. She has been an internationally
published author of travelling, news, and
technology articles in several online
websites and blogging platforms.
Currently, she is finishing her post-
graduate studies in Cebu Normal
University with her master’s degree
program, Master of Education major in
English Language Teaching, while
teaching as a part-time English Language
instructor in the Department of Liberal Arts
and Sciences (DLABS), Visayas State
University main campus.

DANIEL JOSEPH T. TAN

Mr. Tan graduated at Visayas State
University with the degree Bachelor of Arts
in English Language in 2019. He has been
working in the Department of Liberal Arts
and Behavioral Sciences for one year as
an instructor in English language and
literature.

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Table of Contents

Vision i
Mission i
Quality Policy i
Title Page iii
Foreword iv
Acknowledgment v
About the Author/s vi
Table of Contents viii
List of Tables xi
List of Figures xii

Module 1: Effective Communication Skills 1

Module Pretest 1
Lesson 1.1: The Communication Process as a Social Practice 3
Lesson 1.2: Communication in the Academic Settings 12
Lesson 2: Principles of Communication 19
Lesson 3 Communication Ethics 26
Module Posttest 35

Module 2 Communication and Globalization 43

Lesson 2.1: Globalization 44
Lesson 2.2: Local & Global Communication in Multicultural Settings 51
Lesson 2.3: Varieties & Registers of Spoken and Written Language 57
Module Posttest 62
References and Additional Resources 64
Answers to the Pretest 64
Answer to the Posttest 64

Module 3: Communication in Multimodal

Landscapes 66
Module Overview 66
Motivation Question 66

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Module Pre-test 66
Lesson 3.1: Multimodality and its Approaches 67
Lesson 3.2: Designing Representations of Reality in a Multimodal
Paradigm 84
Module Posttest 97
References and Additional Resources 98
Answers to the Pre-test 98
Answer to the Post-test 98

Module 4: Communication Aids and Strategies Using

Tools of Technologies 99
Module Overview 99
Module Pre-test 99
Lesson 4.1: Digital Revolution: Why Writing Skills Matter More Than Ever
100
Lesson 4.2: Preparing Digital-Age E-Mail Messages 106
Lesson 4.3 Social Media 112
Module Posttest 118
References and Additional Resources 119
Answers to the Pre-test 119
Answer to the Post-test 119

Module 5: Communication for Various Purposes 120

Module Overview 120
Motivation Question 120
Module Pretest 120
Lesson 5.1: Visual Communication 121
Lesson 5.2. Using Audience-Centered Visuals 127
Module Post-test 133
References and Additional Resources 133
Answers to Pre-test 134
Answers to Post-test 134

Module 6: Communication for Work Purposes 135

Module Overview 135
Motivation Question 135

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Module Pretest 135

Lesson 6.1: Résumés 136
Lesson 6.2 Application Letters 145
Module Post-test 155
References and Additional Resources 156
Answers to the Pretest 156
Answer to the Posttest 156

Module 7: Communication for Academic Purposes157

Module Overview 157
Motivation Question 157
Module Pre-test 157
Lesson 7.1: Writing in the Academe 158
Lesson 7.2: Research Proposals 170
Module Post-test 174
References and Additional Resources 174
Answers to Pretest 174
Answers to Post-test 174

Abridged Syllabus 74

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List of Tables

1 Learning Rubrics ....................................................................... 97

2 Results from the January 2019 Labor Force .......................... 104
3 Projecting professionalism when you communicate ............. 104
4 Action verbs for a powerful résumé ........................................ 143

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List of Figures

1 Communication Process ............................................................. 6

2 Linear Model................................................................................ 7
3 Interactive Model......................................................................... 8
4 Transactional Model ................................................................... 9
5 Students Raising Hands ............................................................ 13
6 Virtual Meeting .......................................................................... 16
7 Communication is Purposeful .................................................. 20
8 Copy page image retrieved from: .............................................. 31
9 Distorting Visuals ...................................................................... 32
10 President Obama with the EU representatives ......................... 45
11 Big data analytics in advertising ............................................... 46
12 Chinese franchise of western foodchains ................................ 47
13 Impact of globalization ............................................................. 49
14 Non-verbal language difference across cultural contexts ........ 52
15 Cultural Difference .................................................................... 53
16 Linguistic Patronizing................................................................ 54
17 Cultural stereotyping ................................................................. 55
18 British and American English dialects ...................................... 59
19 Consultative register meme ...................................................... 60
20 Design elements of different modes of meaning (The London
Group, 1996 p.83)...................................................................... 71
21 What you need to know about the coronavirus right now (in-
cyprus.philnews.com June 10, 2020 ........................................ 73
22 Interactive Projectors in Brisbane (Super GC Renovation) ......... 74
23 Teacher and students during their laboratory experiment
activities (Goldstein, 2016 in pearson.com) ............................. 75
24 Teacher holding a book while she asks her student to point a
certain illustration (Lathan, 2020) ............................................. 75
25 Android technologies and computers overtake lecture room
(classroomtech.com/interactive-displays) ............................... 76
26 School of rock (dailyactor.com) ................................................ 77
27 Message on the world environmental health day
(climate.gov.ph) ........................................................................ 79

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28 Families live under the concrete pipes used as makeshift

dwellings along the street in Manila (straitstimes.com, 2016) 82
29 Image of a boy sitting at a table in his house (de Guzman, 2020)
................................................................................................... 82
30 Saussure and the model of communication (Kress & van
Leeuwen, Reading images : the grammar of visual design,
2006) ......................................................................................... 85
31 The connection between verbal abuse and anxiety everyone
ignores (childhub.org) ................................................................ 86
32 A health worker wearing a protective suit and risks at work
while on her rounds at Mandaluyong City Medical Center
(inquirer.net September 17, 2020) ............................................ 88
33 Women empowerment (Gurgaon Moms,2018) ........................ 90
34 Greta Thunberg as the cover of Time Magazine ...................... 92
35 Star Wars poster for educators (eduwells.com) ....................... 93
36 103-year-old Whang Od, the last Filipino to preserve the ancient
tattoo tradition (Julija Svidraitė, 2020) ..................................... 95
37 Megan Young delivers her talk on Who I want to be at
TEDxXavierSchool (youtube.com) ............................................. 95
38 Misspelled words in a post (https://img-9gag-
fun.9cache.com/photo/an5W49z_46 0s.jpg) .......................... 102
39 Instant messaging in VSU powered by an intranet (Personal
Correspondence) ..................................................................... 103
40 Sample e-mail (Retrieved from Personal correspondence) ..... 109
41 Motivational poster
(https://www.pinterest.ph/pin/800585271235093048/r) ..... 122
42 Infographics for Flood Preparedness
(https://www.cdc.gov/cpr/infographics/br-floods.htm) ........ 123
43 Wide Eye by Ida Woldemichael
(https://www.washingtonian.com/2020/05/07/these-excellent-
covid-19-posters-are-both-beautiful-and-beneficial/) ............. 125
44 Example of a graph (Source: United Nations (1995b); U.S.
Census Bureau; International Programs Center, International
Database and Unpublished Tables.) ....................................... 128
45 Example of a Chronological Résumé: Recent College Graduate
with Related Experience (Guffey & Loewy, 2016) .................. 139
46 Example of Current University Student with Limited Relevant
Experience (Guffey & Loewy, 2016) ........................................ 140
47 Example of Chronological Résumé: University Graduate With
Substantial Experience (Guffey & Loewy, 2016) ..................... 141

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48 Functional Résumé: Recent College Graduate with Unrelated

Part-Time Experience (Guffey & Loewy, 2016) ....................... 142
49 An example of a solicited application letter (Gurak, 2013). .... 147
50 An example of a résumé that can be scanned, emailed or
posted online ........................................................................... 150
51 Bloom’s taxonomy (Hammond & Martala, 2009 ..................... 161
52 Academic writing style (Hammond & Martala, 2009) ............ 164

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All communication is comprised of the same components. This module

elucidates these components and provides insights as to why some
communication is successful, and others fail. More importantly, this module
shows lessons on how people use practical communication skills to convey
ideas, thoughts, and feelings meaningfully and purposively.

Motivation Question

What will be your reaction when you meet someone who knows what you
mean by your message better than you? Please feel free to write your
comment below.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Module Pretest

Instructions: Read the sentences below. Write TRUE if you agree, and FALSE
if you disagree. Write your response in the blank section.

1. Excellent communication means that we have accomplished what we

desired, being understood from our point of view where there is no
sense of confusion, disappointment, fear or resentment.__________
2 Comm11: Purposive Communication

2. To talk, one needs to quickly put together a series of words whose

single, simple meaning can represent an image and you need to put
them together in a recognizable, non-graphic message.__________
3. The listener must, therefore, avoid misinterpreting any of the speakers’
words based on unintended and unconscious non-verbal and then turn
this verbal meaning into the same image of the speaker’s mind as you
have in yours, without some intrusive internal thinking, emotions, or
opinions of its own.__________
4. Communication continues to fail, even by mistake.__________.
5. When a message is interpreted in a variety of ways, it will be
interpreted in a manner that maximizes damages. __________.

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Lesson 1.1: The Communication Process

as a Social Practice

Lesson Summary

It is through communication that we can express our feelings, emotions, and

different messages in particular ways, thereby making communication a
crucial part of the different aspects of our lives. In the social context,
communication acts as a bridge that links individuals together. Therefore it is
important to know how the elements of communication accomplish their
process in order to truly understand its social meaning.

Learning Outcomes

1. Explain the role of communication in everyday discourse and include

examples to support the arguments.
2. Analyze the origins of miscommunication in different social contexts.
3. Formulate approaches to fix miscommunication
4. Criticize the trust in the current communication mechanism from its
weaknesses and strengths.
5. Apply the basic concepts, mechanism, and main communication
principles to a particular situation, demonstrating how each of them
influences the outcome of the interaction.

Motivation Question

Think of a scenario when you talked to someone about what you wanted or
needed, but you did not get it. How did you feel then? What possible
communicative ways that you could have done to repair the conversation?

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Discussion

Communication as a Practice

A position on "communication as a practice" supports the philosophy

of communication by changing our interpretation of the theoretical-practical
relationship (Craig, 2005).

Communication is an act of transmission and reception of

information. No matter what environment or number of people involved, all
communication is made up of the same elements. Although the
communication process is more than the sum of these pieces, knowing them
helps clarify what happens as one a person attempts to communicate an idea
to another.

Communicating takes a variety of acts, which can include but not be

limited to:

1. Forming a way of thinking about something to say;

2. Deciding to communicate. This is a vital phase, as

communication cannot drive you through when you want to
delete your thoughts because of factors such as anxiety.

3. Turn thinking into a decodable message. This means choosing

concise words and phrases through which you can convey your
thoughts.

4. Verbalization of the message. This is when you use some

reasonable steps to show that you want to express something,
and convey your thoughts;

5. Sending a message to the target group.

Communication incorporates both verbal and non-verbal skills. For

example, the act of stating the answer in response to the question, and the use
of words is called verbal communication.

Conversely, the act of raising ones' hand and helping to respond with
movements and facial expressions are considered non-verbal communication.
Although verbal communication includes the use of words, non-verbal
communication incorporates facial expression, hand gestures, body motions,
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voice intonation, voice volume, speech speed, speaking mannerism, and other
related factors.

Often non-verbal communication may serve as an improvement, as a

back-up, to verbal communication. On other occasions, non-verbal
communication stands alone as a direct message. For example, if someone
asks you a yes or no question and you smile or raise your eyebrows, the answer
can be decoded as a "yes". Another example is when someone laughs, which
can be decoded as a feeling of joy and excitement in some instances.

Communication is a critical resource in our lives. It is through

communication that we can channel our feelings, emotions, demands,
questions, and other similar things. The object of communication varies;
anything under the sun can be regarded as a topic of conversation.
Communication as a social activity brings us together by making use of our
linguistic capacities to understand and make ourselves heard by other
communicators. By keeping the goal of socializing in mind, people share
conversations with others to get to know the other party in a more profound
way.

Communication as a social practice has fewer criteria than other

modes of communication. You may use your free or romantic list to do this.
You do not need formal phrases to ask a friend for advice, or to have a
conversation with your parent. Nevertheless, it is always necessary to create
boundaries and ensure that this is done.

Elements of Communication Process

Communication, as has been said, is made up of several components.

Each component has its mission of ensuring the transmission of messages.
The absence of a single element can prove fatal to the communication
process.

The communication process starts with the sender, the person who
sends the message. Messages can be intended and unintended. Intended
messages consist of contents that are specific and clear, while unintended
messages include signs and gestures. Many gestures are deliberate, while
others (such as sighs and yawns) can be unintended. To deliver an intended
message, the sender must use precise words and explicit methods to make
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smooth delivery of the messages. The operation is called encoding. The

channel (sometimes referred to as the medium) is the tool used to transmit a
message. There are different kinds of channels that you can choose. Whether
you do it by writing a letter or memo, send a fax or e-mail, or deliver a message
over the phone or in person.

The message sent through the channel must be decoded by receiver by

attaching meaning to words or symbols. If the Receiver perceives and
understand the message through the decoding process, he/she must give
feedback. Feedback is the receptor's discernible reaction to the sender's
message.

Feedback can be received through a written or verbal (oral) form.

However, there are unfortunate instances that responses to particular
messages are not delivered. An example of this includes failure to respond a
letter or return a phone call. Failure to send feedback indicates an issue in the
communication process.

One of the primary sources of communication issues is noise — the

word communication researchers use for factors that interfere with the
exchange of messages. The most apparent form of noise is external (also
known as physical) noise. It involves noises that distract communicators —
such as the babble of voices in the next room or the irritating ring of
someone's mobile phone in a meeting — the overcrowded room or the smelly
cigar. The second form of noise is physiological: hearing conditions,
diseases, disabilities, and other factors that make it impossible to send or
receive messages. To understand the value of physiological noise, note how
hard it is to pay attention while you are recovering from a late-night study
session or the flu. The third form of noise is psychological — forces inside the
sender or receiver that interfere with comprehension, such as egotism,
defensiveness, etc. The perceptions, stereotypes, biases, prejudices,
animosity, concern, and fear.

Noise

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Message

Communication Models

1. Linear Model

Figure 2: Linear Model

(Image retrieved from: https://i.ytimg.com/vi/kSq5lw1qDUk/maxresdefault.jpg)

The linear model shows how one-way communication works. It means

only the sender is allowed to send the message, and also the recipient's role
is to receive the message only. This communication model is related to the
Shannon and Weaver Communication Model, which claims that human
communication is counteracted into six main concepts: sender, encoder,
path, noise, decoder, and receiver. Norbert Weiner's later version of the
speculation introduced the 7th principle ('feedback'), which changed the
model from a linear to a cyclical model.

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This model is called the "mother of all models" due to its success. The
concept is additionally called 'Information Theory' or 'Shannon Theory,'
since Claude E. Shannon was the primary person who developed the
theory. (Drew, 2020).

2. Interactive/Interactional Model

Figure 3: Interactive Model

(Image retrieved from: https://www.youtube.com/watch?v=Ml5tielioLc)

The interactive communication model - also called the convergence

model - is all about sharing and taking. This relies on an exchange of
messages from the sender to the receiver and from the receiver to the sender,
and back again. The interactive exchanging requires feedback, which is
lacking in the linear model.

The interactive model requires a variety of components to be

successful:

• Two sources. The originator and recipient of the message. All

parties are ready to send and receive messages or input from
the opposite side.
• Message. Pertains to the information that is being shared.

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• Feedback. It takes place after the original message has been

sent and returns to the source. The existence of feedback is
that the primary distinction between a linear and an interactive
model.
• Field of experience. This is all knowledge, attitudes, values,
circumstances, psychological influences, etc. that not only
have control over the content of the message but also on the
way it is perceived. For example, she was texting. In–text
messaging, one person formulates a message and hits 'send'
to deliver it to the intended recipient. The 'interactive' aspect of
the interactive model comes next when the receiver formulates
his or her reaction and sends it back to the primary source.

The interactive model represents a never-ending loop of messages

and feedback between two participants. Open communication
between sides is critical in this model. Feedback, in this model,
however, is somewhat delayed as you are waiting for a reply to an
electronic mail, as an example, or a response to an inquiry on a social
media feed (Hendricks, 2018).

3. Transactional Model

Figure 4: Transactional Model

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(Image retrieved from: https://www.youtube.com/watch?v=yxyuPO451ZU)

The transactional model is the most usual method of communication.

This model suggests that the people involved in the process should
make communication simultaneous. This means that the sender and
receiver must have a conscious interaction between each other to
create meaning and arrive at a common understanding of the
information.

This model differs from the previous models as it emphasizes the

importance of context in a communication process. Being considered,
then the communication adapts to the situation or condition involved
in the process.

Learning Task/Activity

Instruction: Read the following statements below and understand it. If the
statement is correct, write True. Likewise, write False if the assertion is not
right. Please, write your answers in the space provided.

1. The Transactional model allows us to understand the contact

mechanism of two people in each other's presence, but who are talking
to each other through Skype for fun. __________
2. In comparison to its first meaning, contact means sharing an intangible
entity in the modern world.__________
3. Language is not considered as one of the barriers in
communication__________.
4. Voice deficiency encourages a straightforward interpretation of the
spoken voice. _____________
5. Choosing the right medium for communication offers the power to
communicate information to the receiver. ______________
6. Shannon and Weaver Linear Communication Model is not an efficient
communication mechanism. _______________

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This activity shows the dynamics of the communication process. Moreover,

communication models are invented as a guide in studying the communication
process, it still cannot pin down its complexity.

Assessment

Write an argumentative essay to justify successful communication with a

person with a specific linguistic and cultural background?

1. How can one be an effective communicator to an individual with a

different linguistic and cultural background?

2. Why does the area of expertise effect on the communication process?

Instructions on how to submit student output

There are three ways you can submit your output:

1. Submit through our Virtual Classroom. Please standby for an important

announcement about the deadline.

2. You can submit through electronic mail. There are many teachers who will
be handling this subject. Make sure to secure the e-mail address of your
instructors/professors.

3. Printed Materials (Through Kiosks or Drop-off points). Put your outputs

inside a sealed A4 enveloped. Write this information outside the envelope.

To: Name of your Instructor

DLABS, VSU, Visca, Baybay City, Leyte, 6521-A

Comm 11. Module 1 Lesson 1 Output

From: Your Full Name and Address

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Lesson 1.2: Communication in the

Academic Settings

Lesson Summary

People from all walks of life actively interact for social purposes, apart
from wanting to be heard as they share their ideas. Communication models
show that, in any transaction, a person needs to ensure that the essential
elements of communication are enabled. In each case, however, there is a
particular situation in which contact takes place.

Students come from educational settings that differ from those in

urban and rural areas. Differences in learning norms mean that many students
have very different ideas about how to study. Different learning norms also
mean differences in linguistics and paralinguistic references, which have vastly
different meanings. These differences can give rise to vary responses when
people use them is in cross-cultural contexts and the potential for
misunderstandings and miscommunication that arise.

Learning Outcomes

1. Increase familiarity with the principles of self-diagnosis of speech

preferences and problems in academic environments.
2. Practice and monitor speech while experimenting with program
practices and participating in everyday conversations.
3. Promote transferability through a continuous learning process that
includes both socially engaging and self-reflective practices.

Motivation Question

How are you to answer your professor (Dr., Professor, or hiker's first name)?
How do you determine what type you want to use? What cultural factors
could affect your choices or preferences about how you approach others?

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Discussion

Academic Communication

Realizing how the elements execute their tasks in a particular

communication process, and being exposed to various situational examples
that are specifically relevant to the academic context, is very necessary for an
understanding of the communication process structure in the academic
context. The key feature of this situation-specific communication method is
that it takes place in the classroom settings environment.

Study the picture in Figure 5 below and examine the communication

process involved.

Figure 5: Students Raising Hands

(Image retrieved from: https://www.rand.org/blog/2013/02/a-better-method-for-estimating-

teacher-performance.html)

Figure 5 can best be explained by the Transactional Model. The teacher

asks a question, hypothetically speaking, thus serving as a sender. At the same
moment, the teacher also sees that the students are raising their heads,
rendering as the receiver at the same moment.

On the other side, students often serve as senders by raising their

heads, sending a message that they know the answer to the hypothetical
question posed by the instructor. They use their area of knowledge to come up

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with an answer, and use their movements (hand-raising) as a medium to send

a message that they want to try offer a response. At the same time, they often
serve as receivers by listening to the teacher's request.

Academic or scholarly communication, as with any example of

communication, means that the components function harmoniously to
understand the actual conversation. The sender uses his field of experience to
encrypt a message, use a channel, and transmit a message to the recipient,
which in effect uses his field of experience to decode a message. Mostly, this
phenomenon arises in the academic sense of communication processes.
However, as distinct from any other form of communication, scholarly
communication takes place for educational purposes. In simpler terms,
scholarly communication takes place inside the classroom environment. The
type of sender and receiver and the essence of the communication itself are
distinct, which makes it superior to other forms of communication. It is
therefore, essential to decide the type of register or the degree of formality in
the language to be used.

As described above, this form of communication is distinct because it

is pedagogical-specific. Many examples of academic contact include, but are
not limited to:

1. Instructor giving a lecture

2. Students participating

3. Students reporting in class

4. Students asking questions to the instructor or reporters related to

the lesson

A lot of non-educational discussions are going on inside the school. For

example, inside the classroom, a student may ask his or her friend about their
lunch plans, or a student may ask another student if he or she has seen the
latest episode of their favorite show. While these discussions may have taken
place inside the classroom, these circumstances are not considered scholarly
communication. The essence of academic contact is that of education.

It is important to note that a classroom setting requires a certain degree

of formality. In other words, one is not recommended to use too relaxed terms

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and tone to communicate in this particular context. Nevertheless, it is also

important to note that being able to communicate with the teacher and other
class members is as vital as maintaining formality in the atmosphere.

Business Communication

It is imminent for you to face employment life. Soon, after you graduate,
you will face a world which is more different than similar to the environment
you are living in now as a student. Although academic and business
communication share similarities in the level of respect and formality these
two types of communication entail, they also share differences.

Business communication is not limited to the literal use of the word

"business," but it involves the actual business of purchasing and selling.
Business contact also involves dialogs and correspondence between
customers and service providers, staff to the supervisor, and professional
interactions between colleagues.

One will have personal interactions at the office, but this does not
make it an example of business communication. Also, the position of the
conversation and the communicators affect the essence of the discussion in
the work environment. The message must be accompanied by the underlying
topic of the organization.

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Figure 6: Virtual Meeting

Image retrieved from: https://reputationtoday.in/wp-content/uploads/2020/07/jti_2.jpg

The picture above illustrates the use of either the Interactive Model or
the Transaction Model. Nonetheless, to do so, let us presume that other
participants in the virtual meeting placed their microphones on a mute footing,
making the presenter the only speaker to deliver an organizational study
hypothetically.

The Interactive Model is used in this case to examine the contact

process. The interviewer is the sender, and the other participants are the
receivers. The sender uses his field of experience in presenting his
organizational study, and the recipients use their field of experience to interpret
the interpretation of the speaker.

Because the participants' microphones are silent, the other participants

could only be the recipients in one phase. They have to wait, in effect, if they
want to ask a question or make a statement. If so, the sender will become a
particular member of the meeting and presenter, along with the rest of the
participants, will assume the role of the receiver.

Several examples of business communication include, but not limited

to:

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1. Organizational report presentation

2. Meeting

3. Voting for Board of Directors

4. Demonstrations and seminars

Learning Tasks/Activities

Think about a particular academic or business communication, either oral or

written, that you have personally encountered, and write a narrative-exposing
article, outlining your preferred language or correspondence, and explaining
how the most effective communication model functions in that
communication process. If any issues have arisen in your chosen conversation,
please list any steps that you can take to improve the conversation.

Assessment

Write a comparative essay on the similarities and disparities in social,

academic, and business contact. Create a title for your article, and follow the
outline of the introduction-body-conclusion.

Instructions on how to submit student output

There are three ways you can submit your output:

1. Submit through our Virtual Classroom. Please standby for an important

announcement about the deadline.

2. You can submit through electronic mail. There are many teachers who will
be handling this subject. Make sure to secure the e-mail address of your
instructors/professors.

3. Printed Materials (Through Kiosks or Drop-off points). Put your outputs

inside a sealed A4 enveloped. Write this information outside the envelope.

To: Name of your Instructor

DLABS, VSU, Visca, Baybay City, Leyte, 6521-A

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Comm 11. Module 1 Lesson 1 Output

From: Your Full Name and Address

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Lesson 2: Principles of Communication

Lesson Summary

There is always a purpose in any communication. The purpose of

communication is governed by certain principles. These principles serve as a
guide on how people should respond to a particular communicative context.
This lesson explains four basic principles to have efficient communication.

Motivation questions

What principle do you impose on yourself when you talk to your friends on the
phone, or when you chat with a messenger?

Learning Outcomes

1. Elucidate and explain the updating of core communication

principles
2. Create a poster or its corresponding audio-video clip, using the
concepts of communication.

Discussion

Four Basic Principles of Communication

Communication is Adaptive

Do you think before you speak? Or you just speak because you can’t help it. In
every communication, there is always a purpose. There is always an intention,
a reason for materializing a thought into a decodable message. No
communication is without intent.

Researchers have summed up six (6) general reasons why people

communicate. The first purpose is to learn. People would tend to inquire or
ask, especially if they do not know the answer. While people would also ask to

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confirm, we also communicate to satisfy our curiosity and desire for

knowledge.

Figure 7: Communication is Purposeful

Image retrieved from: https://blog.ted.com

a. To learn -We communicate to know. When you are curious about

something (e.g. topic, topic, etc.), you prefer to ask questions to
validate and satisfy your curiosity. People continue to ask
questions when they do not know what is being discussed or what
the subject is all about, so when the curiosity to learn is met or
answered, it is safe to assume that the object of the conversation
is being fulfilled.

b. To relate-The desire to belong is one of the needs of human

beings. Individuals have a desire to fulfill their need for belonging
by communicating with people they care for. This is particularly
noticeable in adolescents. They would prefer to watch Television
shows or YouTube, or do things that members of their group of

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friends like, and they would have something to chat about, or

something that they would do with their friends.

c. To interact with other individuals- No man is an island (J. Donne).

In order to survive, we need to communicate with others. If we
encounter life's difficulties, we may want to speak to a friend or
seek medical support in coping with those difficulties.

d. To help- Communication is not just about communicating,

chatting, and so on. There is more to it. It is similar to a support
system. As mentioned earlier, when we encounter life difficulties,
we prefer to ask for support. Sharing our burdens to others will
save us from our troubles. We get the answers when we ask.
Thinking about your problems, and not just swallowing them, can
prove very useful, as people can give you a solution, or they can
help you find a solution you have not found before.

e. To influence-People have different goals to manipulate others.

Employee pyramid schemes motivates you to join the scheme, or
religion that helps resolve your life struggles. However, if one
wishes to influence others, one must be persuaded and
convincing. Conviction is a matter of evidence. Persuasiveness
includes human emotions. An individual attempting to manipulate
you might be appealing to your conscience; or a sense of guilt, so
that you can be influenced. This is very popular during the
gubernatorial elections, every candidate has the opportunity to
speak about their policies or their proposals, and in the process,
and the candidates must provide information (facts) to support
their statements. Another explanation is that the school will
declare the suspension of classes in the afternoon. There are, of
course, many things to consider, but the power to decide remains
at stake, whether to attend a class or go home. Another one is
online shopping, apart from being curious and fun, we add much
to our virtual cart, we can buy it or not, but most of the time, we
end up buying it because we are all persuaded from its worth,
particularly when we have read the excellent feedback of the
selected object.
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f. To entertain- . Communication is not limited to just exchanging

information between or among people. It is also used to entertain.
To attract people through communication may be written or
spoken is a skill we must have. If you are going to choose between
reading a research article and reading a magazine, comics/manga,
newspapers, which would you choose? Between attending a
seminar and a variety show, of course, you would choose
something that is entertaining yet informative.

Communication is Adaptive

As senders, we need to look for a way to understand our message. We

need to listen to the needs and abilities of the receivers. We interact with the
intention of being understood, after all. For example, in the future, you may be
doing social science research. While you have an excellent linguistic skills
with English, you will use layman's words as much as possible when
interviewing respondents. You must use a conversation register, the first
language of the respondent, or a popular language used by the respondent. If
you are not heard because you are speaking in English, turn to a language
that is more open to the respondents.

Communication is Dynamic

Communication is like the world which is subject to continuous

change and change for development. Changes in contact with time. There are
several facets of communication that may evolve over time. Language is one
thing. Creating a language is a long process. The element of communication
that can shift is its meaning. One example is the very word that we are
continually using in this course, "communication." When the word
"communication" first came into the English language, it originally meant
exchanging tangible objects, such as land, properties, food, etc. While today it
implies exchanging thoughts, emotions, and ideas that are intangible.

One thing that may alter is the coinage of words, among other related
practices. The term "Xerox" refers to the corporation that developed the
photocopying machine. Today, we use the word Xerox as a verb, which
implies the act of photocopying something. The word that has recently been

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used is Facebook, Google, Twitter, etc. We are using those words a lot today.
We have conjugated them from noun to verb, like Facebooking, googling,
twittering, etc.

Communication is Systematic

Communication is made up of several components, such as

communicators, texts, networks, and so on. Instead of this, we can see
communication as a device, made up of several parts that act as a whole.
Communication components perform their respective functions in order to
ensure the effectiveness of the communication. If one item fails to perform
its task, the transfer of information can be at risk. Distribution of
communication may occur.

Learning Tasks/Activities

Instructions. Fill in the blanks. Read and understand the statement on each
number, and write your answers in the blank section.

1. Mario is a freshman undergraduate at Visayas State University. He

would like to learn about the scholarships available at the
university; and see if he is eligible for any of them. He went to the
University Student Services Office to speak to the Dean of the
Office and ask for guidance on how to get a scholarship while in
the VSU. Which kind of communication principle does he use in
this scenario?

__________

2. Abby is a Bachelor of Science in Animal Science at VSU. She is in

her third year in the program and will soon have to determine
whether to take an internship or make a thesis as one of her
academic requirements. Abby learned how to be versatile while at
the university. However, she would like to meet people and
hopefully know more about animal farming than what has been
published in the books. She thinks that meeting people who work
in the same area will give her more insight into what is going on
the farm, while staying open to opportunities to observe animal

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science practices. What communication theory best applies to this

scenario?
__________
3. Four years from now, VSU will mark its centenary anniversary. The
event will highlight the University's achievements and its well-
known excellent achievement in science, education, leadership,
quality public services, internationalization, and in a number of
fields, both here and abroad. So the board, the student council, and
the other university departments will have to come together and
discuss their plans for the event. Anyone at the meeting is
supposed to contribute ideas to make the event fun and
meaningful. What communication theory is strictly followed in this
situation?
__________
4. Every Philippine President shall make his or her State of the
Nations address available annually. The speech is a summarized
report on completed projects and potential government plans,
international diplomatic ties, plans for each Filipino, and many
more. What communication theory is being used?
__________

Assessment

Choose a public service announcement that is accessible near you. Review its
text and prepare a written report on the contact principle(s) it has embraced.

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Instructions on how to submit the output

There are three ways you can submit your output:

1. Submit through our Virtual Classroom (VC). An invitation to attend VC will

be sent to your emails. Please standby for an important announcement
about the deadline.

2. You can submit through electronic mail. There are many teachers who will
be handling this subject. Make sure to secure the e-mail address of your
instructors/professors.

3. Printed Materials (Through Kiosks or Drop-off points). Put your outputs

inside a sealed A4 enveloped. Write this information outside the envelope.

To: Name of your Instructor

DLABS, VSU, Visca, Baybay City, Leyte, 6521-A

Comm 11. Module 1 Lesson 1 Output

From: Your Full Name and Address

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Lesson 3 Communication Ethics

Lesson Summary

Lipari (2017) puts forward that communication ethics involves the

development and evaluation of goodness in all facets and forms of
communicative activity. Since communication and ethics are tacitly or
expressly implicit in all human experiences, daily life is full of deliberate and
unintentional ethical questions — from making a coffee to speaking critically
at a public meeting. Ethical questions, thus, permeate all fields, including
rhetoric, media studies, intercultural/international communication, relational
and organizational communication, and other field iterations.

Motivation Questions

How can you tell that the person talking to you is tactful and aware of
language? Is there a need for all of us to follow proper gestures and be aware
of language as we communicate?

Learning Outcomes

At the end of the lesson, the students are able to

a. Practice greater attention to ethical issues in all ways, modes, and

purposes of communication.
b. Carefully evaluate our daily choices in communicative
transactions.

Discussion

You may be familiar with the words "conscience" and "culpability." You may
seem to think they are identical, but these two words have a distinction.
Consciousness is going to help us do the ethical act. Guilt is going to drive

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you to do the opposite. When our guilt instinct says that conscience is right, it
will lead you to do the right thing, while guilt is like an earworm that demands
that you do the other thing.

Communication ethics is concerned with presenting the message in the most

appropriate manner. Responsible thought, decision-making, and the creation
of relationships and societies within and across environments, cultures,
platforms, and media are essential. Ethical correspondence means

• Conveying the message without offending the audience

• Maintaining a relationship with the audiences
• Avoiding the act of withholding crucial information
• Giving accurate information

Characteristics of Ethical Communication

1. All relevant information - In a conversation or any mode of

communication, you may only provide relevant information if you do
not wish to add a new topic of discussion.

For example, you are part of a community project, and you have a
meeting with the members of the group.

While the community is debating this, you might have read different
Facebook messages. Then, in a loud voice, you are going to say so
everyone should hear the post that caught your attention.

While some participants might be interested in the information

presented, this conduct disturbed the meeting of the party. It is
disrespectful and immoral to do so, so we have to make sure that we
just offer the correct details.-

2. Truthfulness in every sense, is not deceptive in any way- When we talk,

it is essential to be honest, particularly when something depends on it.
It is right and the best thing to do. However, you can use the
techniques to minimize the blast. You can, for example, use the least
harsh words to convey a devastating message.

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3. Accuracy and sincerity-avoiding language manipulates, discriminates,

or exaggerates- It is not so new to us to say beautiful things to people
that we should give them a favor.

You might say, for example, "You look so beautiful today. Is it

possible to borrow money? "

To be an effective communicator, you must stop using a language

that manipulates the audience. Some people appear to exaggerate the
facts. That is quite clear in the gossip. It must be avoided, especially
when we do not have any ill intentions at all.

4. Fair presentation of ideas- There are moments when we say things to

reach a purpose, as when we have to say things to protect ourselves.
It is important to note that we need to be fair in presenting our ideas.
We must be vigilant not to harm others in the course of achieving our
go.

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Factors that affect ethical communication

The influence of ethical communication can be divided into two (2):

ethical aspects and ethical meaning.

1. Ethical Aspects- The first type, ethical dimension, concerns what

is to be revealed and what is not to be revealed. In a more
straightforward way, what to say, and what not to say. Lying is
known to be immoral. But not saying something can be considered
ethical, particularly if no one asks.

For example, a friend of yours can enjoy something you find odd.
Instead of dwelling on it, which might hurt her feelings, it is best
not to say anything about her emotions. The ethical dimension
gives us three easy choices to make. (1) to speak, (2) to listen, and
(3) to remain silent

Your friend, for example, is sharing his issue with you. It is better
just to listen; just let your friend speak out everything that is
troubling him and make him feel like he has so many ideas to
share out of his mind. However, if you do not have anything
positive to say, then it is best to stay silent. Timing is one of the
keys that play a crucial role in determining whether to talk, listen,
or remain silent.

Going back to the example, if your friend is still talking, then it is

best to listen to him first, and then ask him if he wants to hear your
thoughts. Timing is key to consider when deciding on the ethical
nature of the contact.

2. Ethical Context- The ethical background remains essential in all

modes of communication. Identifying the context of the speaker,
the culture of the audience that we are going to address, the type
of message that we are going to send to the people, the use of the
language, and the location, are all quite important. In this sense, it
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is essential to respect the multicultural environment in which the

communication process occurs.

3. Culture- The term "community" refers to the complex set of

knowledge, traditions, language, laws, practices, customs,
behaviors, attitudes, beliefs, and customs that connect and give a
common identity to a particular group of people at a specific time.

All the social units are forming a community. Particularly in two-

person relationships, a community is evolving. In partnerships and
romantic relationships, for example, partners establish their
history, mutual memories, language habits, practices, traditions,
and customs that give the partnership a unique character — a
character the distinguishes it from other relationships in various
ways. Examples can include specific occasions, places, songs, or
activities that have a particular, and significant symbolic
significance for two individuals.

Groups also establish cultures, consisting of laws, rituals,

customs, and other characteristics that give identity to the social
unit. A group usually meets, whether gatherings begin on
schedule, what issues are addressed, how decisions are made,
and how the group socializes over a schedule, defining and
differentiating aspects of its community (Culture and
Communication, 2020).

Ethical Dilemmas in Communication

There are a variety of legal dilemmas in communication. We are going

to think about four (4) dilemmas for this tutorial.

1. Plagiarism. An example of plagiarism is the act of copy-pasting.

One trick to prevent plagiarism is to make a correct citation.

In science, the type of quotation depends on the topic of the study.

Researchers typically use the American Psychology Association
(APA) citation format. It includes the format of the author's last

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name and the date of publication of the work you list (i.e., Tan,
2020).

Another tip is to obey the rule stating that you should avoid using
the same three words in the cited text in a consecutive sequence.
You may use the same words, but be careful not to use the same
three words in the initial series.

Figure 8: Copy page image retrieved from:

https://www.timeshighereducation.com/news/plagiarism

2. Selective misquoting. There may be some texts that run contrary

to what you want to quote. However, this does not mean that you
can change the meaning of the text.

Instead of saying, "If you do not have anything nice to say, then do
not say anything," you might want to say,
"If you do not have anything worth to say, just say it anyway
because the truth is not that nice anyway."

This means that you are modifying the original context of the text
in question for your purposes. Such conduct is immoral and needs
to be stopped.

3. You are misrepresenting a number. An example of false numbers

is when you do a study, and your theory has not been proved. You

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may change the results, change the data, increase or decrease the
statistics to show that has been proven. Another example is when
you change the graph curve to make the graphs look more
desirable. Such things are immoral and should not be achieved. It
is essential to report the results, no matter what the results are,
because they are without the exploitation of the author.

4. Distorting Visuals- Visual distortion is generally used in business

enterprises. This is achieved by making the product look more
prominent, adding more colors, and using other similar methods
that are misleading compared to the initial product. Have you been
trying to shop online? If so, how was your purchase contrary to
what was advertised? Yes, this is "expectation vs. truth."

Figure 9: Distorting Visuals

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Learning Tasks/Activities

Instructions: Read and understand the situation mentioned below. Write your
answers in the space given as you convey the resolution of the problem.

1. You heard your friend nagging to one of the fast-food chain crews
because the crew kept reciting orders for about three times, and
that makes your friend feel like he is not getting any point with the
crew. Later, you realized that everyone in the store is already
staring at your friend. What can we do to solve the problem? What
ethical issue is exactly represented in this scenario?

Assessment

Read each statement and identify whether they tell the truth or not. For your
answers, write the word True if the statement is correct or False if the
statement is incorrect.

1. Ethics is concerned about giving the message

appropriately.__________
2. Misrepresenting numbers means presenting someone else’s work
or ideas as your own.___________
3. Communication ethics is concerned of our moral values that guide
us into deciding to do the kind thing._______________
4. Selective misquoting is concerned about what to disclose and
what not to disclose. ________________
5. Increase or decrease the statistics, so that it will come out that the
hypothesis was proven is called misrepresenting
numbers.__________
6. Giving accurate information is a dangerous thing to do in ethical
communication.__________

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7. Making something look perfect in comparison to what it looks like

in reality is called distorting visuals._______________
8. Conveying the message even if it offends the audience is ethically
acceptable.______________
9. One of the factors influencing the standard of ethics is
culture.___________
10. It is ethical to say something that tends to manipulate a
person.__________

Instructions on how to submit the output

There are three ways you can submit your output:

1. Submit through our Virtual Classroom. Please standby for an important

announcement about the deadline.

2. You can submit through electronic mail. There are many teachers who will
be handling this subject. Make sure to secure the e-mail address of your
instructors/professors.

3. Printed Materials (Through Kiosks or Drop-off points). Put your outputs

inside a sealed A4 enveloped. Write this information outside the envelope.

To: Name of your Instructor

DLABS, VSU, Visca, Baybay City, Leyte, 6521-A

Comm 11. Module 1 Lesson 1 Output

From: Your Full Name and Address

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Module Posttest

Instructions: Students are asked to read and understand every question

below. In the event that you are going to use electronic books, the internet,
magazines, and journal articles, please make sure that you follow proper
citations.

Answer the following:

What do we mean by communication?

What are the elements of communication and their functions?

What are the characteristics of the linear, interactive, and transactional

models of communication?

References and Additional Resources

Amudavalli, A. (2016). Theories and models of communication. Retrieved
from:
https://epgp.inflibnet.ac.in/epgpdata/uploads/epgp_content/S00002
1LI/P000210/M004305/ET/1483088947P1_M05.pdf

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Bovee, C. & Thill, J. (2014). Business communication essentials. (6th ed.).

New Jersey: Pearson Education, Inc

Cheesbro T., O’Connor, L., & Rios, F. (20017). Communication skills: Preparing
for career success. New Jersey: Pearson Education, Inc

Craig, R. T. (2005). Communication as a Practice. Sage Publication. Retrieved

from https://uk.sagepub.com/sites/default/files/upm-
binaries/5423_Shepherd_I_Proof_3_Chapter_5.pdf

Culture and Communication. (2020, July 10). Retrieved from Encyclopedia of

Communication and Information:
https://www.encyclopedia.com/media/encyclopedias-almanacs-
transcripts-and-maps/culture-and-communication

Drew, C. (2020, July 30). Shannon Weaver Model of Communication 7

Concepts. Retrieved 2020, from helpfulprofessor.com:
https://helpfulprofessor.com/shannon-weaver-model/

Hendricks, B. (2018, October 3). Study.com. Retrieved from Interactive Model

of Communication: Definition & Application:
https://study.com/academy/lesson/interactive-model-of-
communication-definition-application.html

Lipari, L. A. (2017, February). Communication. (J. F. Nussbaum, Ed.)

doi:10.1093/acrefore/9780190228613.013.58

Pilapil, E., Pesirla, A., Licen, C. R., Cañezo, V., Graber, J., Lubrio, S. M., Tibus, E.,
Paquibulan, P. N., & Pricardal, R. (2018). Purposive communication.
Philippines: Mutya Publishing House, Inc.

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Websites

https://cdn.aarp.net/content/dam/aarp/home-and-family/family-and-
friends/2014-05/1140-group-of-mature-friends-at-dinner-party-
photo.imgcache.rev029664fb31f5983ec493390ca0e3284c.jpg

https://www.google.com/url?sa=i&url=https%3A%2F%2Ffanyv88.com%3A443%2Fhttps%2Fwww.treehugger.co
m%2Fliking-gap-people-like-you-more-than-you-think-
4861774&psig=AOvVaw0Oi7bWzlAGkJcogSLkQ

LZ5&ust=1596010722807000&source=images&cd=vfe&ved=0CAIQjRxqFwoT
CNjDqtbB7-oCFQAAAAAdAAAAABAD

http://www.google.com/amp/s/thebusinesscommunication.com/types-of-
communication-model/%3famp

https://www.youtube.com/watch?v=kSq5lw1qDUk

https://static2.bigstockphoto.com/7/9/1/large1500/197977111.jpg

https://www.youtube.com/watch?v=Ml5tielioLc

https://www.youtube.com/watch?v=yxyuPO451ZU

https://www.rand.org/blog/2013/02/a-better-method-for-estimating-teacher-
performance.html

https://reputationtoday.in/wp-content/uploads/2020/07/jti_2.jpg

https://blog.ted.com

https://www.timeshighereducation.com/news/plagiarism

https://www.slidehsare.net/mobile/MohitChaudhary5/8ethical-issues-in-
communication-61178922

http://www.randalolson.com/wp-content/uploads/dataviz-bar-charts.png

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https://www.treehugger.com/corporate-responsibility/fast-food-ads-vs-
reality-photos.html

https://images.csmonitor.com/csm/2014/03/NETHERLANDS_OBAMA_G7_N
UCLEAR_SUMMIT_31427921.JPG?alias=standard_600x400

https://www.slideshare.net/sandeshpatkar/use-of-big-data-analytics-in-
advertising-58183521

https://media.nationalgeographic.org/assets/photos/000/282/28227.jpg

https://static01.nyt.com/images/2012/04/22/opinion/22turkle-web/22turkle-web-
articleLarge.jpg?quality=90&auto=webp

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Answers to the Pretest

1. TRUE

2. TRUE

3. TRUE

4. TRUE

5. TRUE

Answers to Posttest
1. Communication is an act of transmission of knowledge. To do this,
people should know how to listen carefully, talk clearly, use the correct
medium or channel, and be mindful of the place and its culture. Weak
communicators believe that "listening" is merely an act of waiting for
their turn to speak while mentally preparing their response. This is one
serious error. Listening is a lot more – it's a way to show others
something. Otherwise, a chance to share their thoughts and ideas, to
create emotional intimacy, If your conversation partner does not seem
to make sense or their feelings do not seem to make sense, hold your
tongue and give them the space they need.

Effectiveness in communication means three things: first, we have

achieved from what we desired — a moment of meaningful emotional
interaction or a measurable outcome. Second, we were heard from our
point of view (and this was reflected back to us). And thirdly, the other
side appears to be all right. The exchange of ideas reflects no sign of
confusion, anger , fear.

2. According to earlier discussions, the communication process cycle

can never be completed without the sender, the letter, the source, the
recipient and the feedback. The sender and the recipient are able to
encrypt and decode the codes. This can better be demonstrated in a
situation where the speaker / sender is shown to explain to the child
his or her thoughts about the pandemic. The recipient is portrayed by
a child; while the sender’s concept of the pandemic is seen as a letter.
As the discussion continues, these two people use their mouths, their
voices and their languages as their means of communication. Their

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responses can differ from gestures to a supplementary question for

clarification of each argument.

3. . Linear communication model of Shannon and Weaver shows that the

sender encodes the message and transfers it to the recipient via a
technical medium such as telephone and text messages. The sender
converts the message to a machine-ready file. The message is
transmitted via a device in codes. Before processing and reading the
message, the recipient must decipher the message. In certain
situations, the receiver system may also act as a decoder. The
channel could have noise, and the receiver may not have the
capabilities to decode, which may cause problems in the
communication phase. Similarly, the air is the medium here, the
disturbance in its atmosphere that disturbs it is the source, while the
answer is the feedback. Eventually, Weaver extended to all types of
interactions to improve efficient communication, and the concept
became popular as the Shannon Weaver concept.

On the other hand, the Interactive Model ( also known as the

Convergence Model) deals with the sharing of ideas and
communications taking place from sender to recipient and vice versa.
The contact process takes place between humans or computers, both
verbally and non-verbally. This is a relatively new communication
model for new technologies such as in the social networks. The virtual
communication model requires the following different components for
the communication process to work:

Encoder-Source-Decoder: The source is the person who originates

the message. Encoders and decoders are the same person / source.
The second source is the encoder as well as the decoder. The source
acts as an encoder when the message is sent and as a decoder when
the message is received.

The second source decodes the message, then produces another

message, encodes it and sends it to the first source. The source is
known to be an encoder and decoder during the encoding and
decoding process.

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Message which is the information that has been received during the
conversation.

Feedback: Upon receiving the first message, the decoder generates a

second message known as feedback. Field of Experience: The field of
experience is the experience and information that the source has,
which influences the creation and understanding of the message. For
example, the culture of the source, social actions, etc.

Field of Experience: The field of experience is the experience and

information that the source has, which influences the creation and
understanding of the message. For example, the culture of the source,
social actions, etc.

Whenever a source sends a message to the receiver (source) in the

Interactive Model, it encodes the message first. The encoded
message is then received by the recipient where the initial information
is decoded. Once, the recipient serves as a conduit, encodes another
message (also known as feedback) and sends it back to the sender.
The message composition of all sources is influenced by their "area of
knowledge." Field of Experience is a communication pattern alteration
factor, such as community, social, psychological, circumstance and
channels used. Overlapping the area of experience initiates interaction
and communication, which in turn extends the area of experience of
the communicator. Both of these variables also influence the
perception of the message.

The model also includes a definition of noise and communication

barriers such as language, network issues, etc. that affect the
communication process. There is an open contact line in the
interactive communication model. Interactiveness is perceived to be a
very critical element of successful communication.

The Transactional Model is a process of constant change and

transition where every aspect changes, such as individuals, their
environments and the medium used. As a consequence, the
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communicators are considered to be autonomous and behave in

whatever way they choose.

Since both the sender and the receiver are required to keep the
correspondence alive in a transactional model, the communicators are
often interdependent. Transactional communication is not possible,
for example, if the recipient does not listen to the sender.

The transactional model is the most general communication model.

Regular conversations and interactions are also a form of
transactional model communication. This is more effective for
communicators with similar contexts and different aspects. For
example, communication between people who know each other is
more effective because they have the same social network.

The quality and reliability of the informed message also depends on

the medium used in the transaction model. For example, a person may
not be able to interpret the same message in the same way when it is
delivered over the phone and face to face. It's because of a potential
loss of contact on a phone call or a lack of gestures.

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Module 2 Communication
and Globalization
Module Overview
The word 'globalization' has been used in both mainstream and academic
literature to describe the method, the situation, the framework, the intensity,
and the period. Since, these competing labels have very different meanings,
their indiscriminate usage is often vague and confusing. We should not
presume that 'globality' refers to a defined endpoint that prevents any further
growth. Instead, this definition refers to a particular social state that, like all
environments, is expected to give way to new, qualitatively distinct
constellations.

Motivation Question

Why is globalization taking place? What is the guiding force behind

globalization?

Module Pretest

Let us find out what you know about globalization? Place a check (√) after
every statement that reflects to be true, then a cross (x) that reflects an
incorrect assertion.

1. Globalization means developing new and expanding existing social

networks and activities that gradually transcend conventional political,
economic, cultural and geographical boundaries. __________
2. Globalization is embodied in the globalization and development of
international interactions, practices, and interdependencies. Today's
financial markets are scattered across the world, and electronic
trading takes place around the clock. __________
3. Globalization is less likely to entail the intensification and expansion
of international interactions and practices.
44 Comm11: Purposive Communication

Lesson 2.1: Globalization

Lesson Summary

Globalization is a process of collaboration and globalization between

individuals, companies, and governments of different countries. A system is
guided by an international trade and investment; and enabled by information
technology. This cycle impacts on the environment, community, political
structures, economic growth and stability, and human physical well-being of
communities around the world.

There are three levels of globalization: international globalization, economic

globalization and cultural globalization. Globalization has also had an effect
on global connectivity. Impacts include the following: quality of information,
business behavior, social consciousness, problems, and issues. In terms of
communication itself, globalization has had an influence through virtual
contact, cultural awareness of voice, cultural knowledge of body language,
and time differences.

Motivation Question

Is globalization different from previous social developments?

Will it generate new ways of inequality and hierarchy?”?

Learning Outcomes
1. Explain how cultural and economic problems are influencing
globalization;
2. Valuing the effect of connectivity on culture and the environment.

Discussion
What is Globalization?

According to Shokina and Nishchev (2009), globalization means "unity

in economic, political and cultural aspects." It merely means that the goal of
globalization is to unite all nations and to abolish boundaries between them.
We are all aware that it takes several years for ties and connections to be
developed across countries where language, norms, customs, culture, and
other similar factors are different. Communication plays a crucial role in the
cycle of globalization, in order to achieve this cohesion. It is now possible to
connect with other people around the world with the aid of technology.

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For example, we used to send our letters through snail-mail to our

relatives or friends in other countries, or the conventional way of sending letters
via the post office. It has now been more comfortable and easier to connect
with them via SMS, chatting, and video-calling using different applications. Yes,
globalization has changed the way we interact with each other. Global contact,
however, is a strenuous activity because there could be "error arising from
ethical and cultural gaps" (Matthews & Thakkar, 2012). There is also a need for
us to develop strong communication skills in both global and local
environments.

Globalization is taking place in three phases. The first step is called

political globalization. At this point, a country is developing ties and
connections with different countries. More commonly, a nation develops a
friendship with another nation. Evidence of the progress of international
integration is the establishment of the United Nations in 1945. The United
Nations is an association of many countries and an avenue where leaders can
discuss issues, problems, and solutions with each other.

Figure 10: President Obama with the EU representatives

The next stage of globalization will happen when an alliance between

countries is established. Economic globalization occurs with the creation of a
trading network between countries. Exchange of services and commodities is
an essential agreement made between countries.

Consider, for example, that one shirt sold here in the Philippines could
have been made from Chinese cotton by workers in Vietnam. From there, the
same shirt may have been delivered to a Singaporean freighter hosting
Filipino crews. Currently, people from various countries had a hand in the
manufacturing process before the shirt arrived in the Philippines.
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Another reason is that individual cars use parts from other countries.
Sections of a car manufactured in Brunei can be imported from Japan, Korea,
or Germany. This means that Brunei must pay for other parts of the world
from other parts of the world, wait for them to be imported, and then start
production.

Figure 11: Big data analytics in advertising

(Image retrieved from: https://www.slideshare.net/sandeshpatkar/use-of-big-data-analytics-in-

advertising-58183521)

Cultural globalization is the most challenging phase of globalization. It

is the most important stage in keeping an alliance that binds a country
together. Political globalization implies a country's relation from a broader
context, in a cultural perspective. It involves awareness of certain words and
behaviors that may be normal in one culture but not in the other culture. This
also includes empathy, the process of acknowledging variations in the culture
of another person, and the act of not discriminating against the culture of
others.

This includes the rapid movement across national boundaries of

thoughts, views, concepts, beliefs, and cultural items. For starters, Coca-Cola,
Starbucks, and McDonalds products. The spread of these food chains has led
to a decline in patronizing local products and eating traditions. Another
example is "detraditionalization" – where people doubt their own cultural
views about faith, marriage and gender roles, and so on.

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Figure 12: Chinese franchise of western foodchains

Image retrieved from:

https://media.nationalgeographic.org/assets/photos/000/282/28227.jpg

Let us all note that globalization is not intended to have a single

structure of politics, culture, language, etc. It aims at establishing relations
between countries, while respecting and preserving the uniqueness of different
cultures.
Impacts of Globalization

The universal language is one of the gifts of globalization. It enables

people with different native languages to communicate with others. Another
gift of globalization, perhaps considered to be the most important, is
technology. Because of technology, people are still connected, either
physically or electronically. It also provides access to knowledge that
contributes to cultural understanding.

The availability of information in cross-cultural and global

communications is very critical. Countries can help each other through
globalization. One example of this is when Typhoon Yolanda struck the
Philippines. Many countries from all over the world, and associated with the
Philippines have donated cash, food and other resources, such as workforce.
Countries could support each other in the event of a war by sending soldiers.
Many countries have vowed to fight for our country if China wages war
against us on Spratlys Island. Financial aid is another example. The United
States, which kept control earlier, is still under substantial financial debt to
China.

Cultural consciousness is another effect of globalization. Cultural

understanding is made possible through the development, creation, and
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delivery of technology. Because of technology, information on the culture of a

country is readily available on a several of websites. Besides, let us all
emphasize that culture does not belong exclusively to a nation, since no
nation is culturally homogeneous. This means that various regions, provinces,
cities, and municipalities have their own culture in-world. Also, a city is made
up of families of various cultures. Therefore, whatever we know from
websites about the culture of the place, always bear in mind to be flexible and
accessible by observing the language, actions, norms, customs, etc. of the
place.

No culture is superior to any other. Cultural knowledge has a role to

play in cultural sensitivity. Cultural sensitivity refers to acting in an
appropriate manner and avoiding the wrong gestures of culture. For example,
one culture may consider it inappropriate for an individual to eat softly
without hearing as much of a clink of a spoon on the plate, or a thud of glass
on the table. In Japanese society, eating softly is disrespectful. The culture
finds behavior to be offensive, as it interprets behavior as an act of showing
contempt or disgust for the food served. In this culture, slurping loudly while
consuming noodles or soup, or saying food praises, is healthy and accepted
behavior.

Women are not permitted to expose their hair and skin to others in
Muslim culture, so they have to wear clothing that would cover their whole
body. Muslim women claim that their husband is the only man who can see
their face, body, or hair. In certain parts of the Middle East, it is really
disrespectful if you are going to use your pointer to point something out. They
use their thumb instead of a dot finger if they want to point. Such cultures
may be so alien and distinct from what we have, but because of globalization,
we will learn to be culturally aware.

As you might be aware, women have been discriminated against

before. Women were not taught and did not have the right to vote. It is a
notion that a woman's life cannot be completed without a husband. It is only
when a woman is taken by a man or a husband that the meaning of life will
come upon her-giving birth. It might be different now, as women are less
discriminated against, but it is essential to be sensitive to this issue.

We must be responsible for using our language to address the

problem of gender sensitivity. While there is less sexism against women in
the modern age, we cannot conceal that sexism still exists. There are still
people who claim that female-gender terms, such as supervisors, waitresses,
etc. have a lower meaning than to their male-gender counterparts. We must
also be responsible for choosing our terms in order to prevent discrimination.

One way to use gender-sensitive vocabulary is to use gender-neutral

words. They are terms that may refer to both sexes. The downside of using
such terms is that they sound as though the world is no longer patriarchal.

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For example, the word "chairman" can connotate that a male individual, "man,"
is the chair.

It is also responsible, sensitive, and ethical to use the word 'chairman.'

As we can remember from view of communication ethics, it is essential to be
responsible, sensitive, and ethical when using politically correct terms.
Politically correct terms are used to describe a phrase, policy, or measure
designed to prevent the offense or disadvantage of members of a specific
community in a society. For example, use the term academic dishonesty
instead of cheating, esthetically impaired (ugly), black (negro), comb-free
(bald), otherwise competent (disabled), drug-dependent (addict),
dysfunctional family (broken family), and so on. Abled (disabled), drug–
dependent (addict), dysfunctional family (broken family), and so on.

Learning Tasks/Activities

Instruction: Study the image below, and give the following information.

Figure 13: Impact of globalization

(Image retrieved from: https://static01.nyt.com/images/2012/04/22/opinion/22turkle-

web/22turkle-web-articleLarge.jpg?quality=90&auto=webp)

1. Describe what you see in the picture.

2. Discuss the relation between the picture and the subject of
communication and globalization.

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Assessment
Do the following.
Read the following statements about the impact of globalization.
Select the best choice for your opinion and elaborate your answer.

Strongly Agree,
Agree,
Strongly Disagree,
Disagree.

Impact of Globalization

a) Globalization has enabled improved communication

between and among different cultures.
b) Because of Globalization, people around the world are
connected physically and electronically.
c) Globalization encourages people to recognize and value
differences in a global community.
d) It is essential to enhance intercultural awareness and
competence.
e) Cultural ignorance can cause miscommunication.

1. Write a concise essay to address the query below.

Describes the effect of communication on culture, or individually,

in the age of globalization.

Instructions on how to submit the output

There are three ways you can submit your output:
1. Submit through our Virtual Classroom. Please standby for an important
announcement about the deadline.
2. You can submit through electronic mail. There are many teachers who will
be handling this subject. Make sure to secure the e-mail address of your
instructors/professors.
3. Printed Materials (Through Kiosks or Drop-off points). Put your outputs
inside a sealed A4 enveloped. Write this information outside the envelope.
To: Name of your Instructor
DLABS, VSU, Visca, Baybay City, Leyte, 6521-A
Comm 11. Module 1 Lesson 1 Output
From: Your Full Name and Address
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Lesson 2.2: Local & Global

Communication in Multicultural Settings

Lesson Summary

With globalization as the new landscape of nations, we seize to become just

villagers in our localities—we have become global villagers. Understanding
other cultures is a great challenge that we have to face today. When people of
different cultural backgrounds come together in any setting, there will always
be issues in terms of interaction. This is because they bring with them their
cultural baggage in terms of how they do things and expect things to be done.

In this lesson, students will learn essential information on how to effectively

communicate with people from different cultures around the world the
academe prepares them to form part in international organizations and
companies when they become professionals later on.

Motivation Question

Position yourself as the marketing/sales manager of an international

company. Is it vital for you to know the different ways of communicating and
the cultures of your customers from around the globe? Why?

Learning Outcomes

1. Determine culturally-appropriate terms, expressions, and images

(sensitivity to gender, race, class, etc.).
Adopt cultural awareness and sensitivity in communicating ideas

Discussion
Culture, Norm, and Communication

For instance, you have a friend from Bulgaria and another from
America. Will you nod or shake your head to mean “yes” or “no” to both
simultaneously in a single conversation? I would not think that it would be
smart to do so. You see, in Bulgaria, the head nod means “no”, while the head
shake is a “yes”. So if you respond to both of your friends in the same way,
you will never get a common ground or same interpretation. Thus, confusion
and misinterpretations will arise.

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Figure 14: Non-verbal language difference across cultural contexts

(Image retrieved from http://internet-hints.blogspot.com/2011/01/in-albania-nodding-your-

head-means-no.html)

By now, you will realize that body language, which forms part of a
culture, can mean otherwise in another group of people—different from how
you were oriented in your own group. Moreover, unless communicators are
aware of these subtle yet substantial differences, bullying, hatred, and other
adverse reactions may happen.
The Influence of Culture on Perception

How do you usually receive information about the world around us?
Yes, we use our senses. We touch the jackfruit to feel it. You can tell (even
when you are in the living room) that your mother is preparing something
yummy by tracing the smell of the freshly baked cookies from the kitchen.
Alternatively, you look at how the sunset changes the colors of the sky as it
gives way to the night time.

These stimuli are processed by our brains in the same way that a
computer processes information fed to it. The first stage of this complex
process is perception. Our behavior or response towards a stimulus is
influenced by how we perceive it. Thus, perception is our basis on how we
communicate with others. The information we select from the stimuli
available in our environment is affected by our personal experiences, our
psychological states, our values, and our culture, among many other factors
(Cooper et al., 2007).

Thus, when you see a mother spanking or scolding her child, it is

perceived as standard. However, in America, if you see a mother doing the
same, you should not be surprised if a police officer will come after her.
Furthermore, if you fancy eating a beef steak (well done, please!), you should
not eat it with a friend from India. They do not eat burgers with beef patties,
too.

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Figure 15: Cultural Difference

(Image retrieved from: https://me.me/i/sikhpark-by-dalbir-hindus-dont-eat-big-mac-with-beef-

9351568)

Perception and Intercultural Communication

The way we were raised in the society where we live, plays a vital role
in how we process the information that we receive from the world around us.
Our culture influences how we structure incoming information, and how we
interpret meanings to the processed information received. As a result, it is
possible for our cultural orientation to foster ethnocentrism. Ethnocentrism
can open the door to stereotyping, prejudice, racism, and other barriers that
may hinder successful intercultural communication.

First, what is ethnocentrism? It is the tendency for people to see their

own culture (or in-group) as the point of reference, while seeing other cultures
(or outgroups) as insignificant or inferior (Neuliep, 2012). Naturally, it is sees
your own culture as dominant over all the other cultures in the world. In other
words, your cultural orientation acts as your filter to evaluate and compare all
other verbal and nonverbal messages from people coming from other
cultures.

Stereotyping, on the other hand, are preconceived beliefs about the

characteristics of certain groups based on physical attributes or social
status. In the academic subject Argumentation and Debate, it is labeled as
flawed logic. Thus, it is considered illogical. Stereotyping can be used to deny
individuals respect or legitimacy basing only on their membership to a
specific group, or people. Can you give one example of stereotyping? For
instance, if two applicants vie for an international job vacancy (customer–
facing position) and one of the applicants has an English accent, who do you
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think will get hired? I think you know the answer. Yes, it is the applicant with
the near English accent.

Figure 16: Linguistic Patronizing

(Image retrieved from: https://render.fineartamerica.com/images/rendered/default/wood-

print/8/7.5/break/images-medium-5/a-police-officer-talks-to-a-cuffed-man-paul-noth.jpg)

Prejudice is another intercultural communication barrier that needs to

be recognized and addressed. It is that negative attitude towards individuals
resulting from stereotypes (Cooper, et al., 2007). For example, when you flunk
a test while your enemy aced it, you will blame him or her for it, and avoid
examining why you failed and protect your self-esteem. It is a learned
tendency to respond to a given group of people in a certain way. When we are
prejudiced against a group, it can show in our biased actions such as
discrimination. Can you think of an example? How about when you hear that a
classmate of yours belongs in a particular fraternity? How would you think or
feel about it?

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Figure 17: Cultural stereotyping

Image retrieved from: https://img.memecdn.com/prejudice_c_4102313.jpg

Another issue that may hamper intercultural communication success

is racism. Simply, it puts forth the notion that some races are dominant over
others and that this superiority is biologically based. It therefore devalues and
renders inferior other racial or ethnic groups based on biological features. In
the news, there is always an issue of conflict between black and white
Americans. All over the world, there is always that clash between the Muslims
and the Catholics. Moreover, this is also true here in our country—our Muslim
brothers are often (if not all the time) marginalized and discriminated.
Furthers, onset the spread of the COVID-19 pandemic, Chinese looking people
in our country have experienced this racial discrimination, too. Some were not
allowed to get in a public vehicle while others were kicked out of their rented
accommodations. How about you, what instances about racism can you think
of?

To overcome the hindrances to intercultural communication created

by stereotypes, prejudices, and racism, we need to practice cultural relativism
and keep an open mind when communicating with people from different
cultures. We need to know first what is considered rude words or gestures
and must keep them in mind when interacting with people who come from
another culture.

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Learning Tasks/Activities

1. List five – ten stereotypes about groups of people around the world.
2. What roles do mass media play in creating and reinforcing
stereotypes?
3. Give three suggestions to overcome prejudice and stereotyping
against certain groups of people.
4. Racism is still present in our multicultural society. If you were to
design a campaign against racism, what activities would the
campaign plan include?

Assessment

I. True or False. Write T in the space provided before each number if the
statement is true; otherwise, write F.

______ 1. The information we select from the stimuli available in our

environment is affected by our personal experiences, our
psychological states, our values, and our culture, among many other
factors.
_______ 2. Ethnocentrism looks at all cultures in an equal manner.
_______ 3. Ethnocentrism puts forth that some races are powerful over others
and that this superiority is biologically based.
_______ 4. Intercultural communication success can be achieved.
_______ 5. Stereotyping is a negative attitude towards individuals resulting
from stereotypes.
_______ 6. Prejudices are preconceived beliefs about the characteristics of
certain groups based on physical attributes or social status.
_______ 7. Our culture influences how we structure incoming information, and
how we interpret meanings to the processed information received.
_______ 8. It is possible for our cultural orientation to foster ethnocentrism.
_______ 9. Ethnocentrism can open the door to stereotyping, prejudice, racism,
and all the other barriers of successful intercultural
communication.
_______ 10. To overcome the barriers to intercultural communication created
by stereotypes, prejudice, and racism, we need to practice cultural relativism
and keep an open mind when interacting with people from different cultures

II. Essay. In an essay, explain how one can overcome the barriers to
intercultural communication. Cite references.

Instructions on how to submit the output

There are three ways you can submit your output:
1. Submit through our Virtual Classroom. Please standby for an important
announcement about the deadline.

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2. You can submit through electronic mail. There are many teachers who will
be handling this subject. Make sure to secure the e-mail address of your
instructors/professors.
3. Printed Materials (Through Kiosks or Drop-off points). Put your outputs
inside a sealed A4 enveloped. Write this information outside the envelope.
To: Name of your Instructor
DLABS, VSU, Visca, Baybay City, Leyte, 6521-A
Comm 11. Module 1 Lesson 1 Output
From: Your Full Name and Address

Lesson 2.3: Varieties & Registers of

Spoken and Written Language

Lesson Summary
One of the factors that an individual must consider in communicating
is the tone of the language. It is crucial to determine the level of formality of
the language before the communication process is initiated to ensure the
success of communication.

Motivation Question

Will you speak the way you do with your best friend when you talk to
the VSU President in his office?

Learning Outcomes
At the end of the unit, learners are expected to discuss and evaluate different
language varieties and registers based on a given context.

Discussion
Language Varieties

Some countries, like the Philippines, are linguistically diverse. This

means that even though the Philippines is one country, different languages
are spoken in each geographical location. Furthermore, one language has
many variances. The Cebuano language, for example, has the formal
Cebuano, casual Cebuano, Southern Leyteño Cebuano, “waya-waya” Cebuano,
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etc. You know class, variety is like a child of a parent language. This means
that a language can have many variances.

Pidgins are created so that two people, who do not have a common
tongue, can communicate with each other to serve a purpose. Most pidgins
are made for trade purposes. In the Philippines, a pidgin made from Chinese
and Filipino was created so that we can trade with the Chinese. This means
that a pidgin is a short-living language because the moment the purpose of
creating the pidgin is served, and until there is no need to re-create the pidgin,
the pidgin will die. The pidgin will not be spoken and used.

All creoles come from pidgins, but not all pidgins become creoles. A
pidgin takes many years to become a creole. In order for this to happen, a
pidgin must be spoken as a first language. As discussed, a pidgin dies
quickly. However, there are instances when the original creators of a pidgin
decide to use the pidgin again. For example, A Chinese mercenary and a
Filipino customer decides to create a pidgin so they may understand each
other. After the transaction, both of them go home. At that moment, the
pidgin served its purpose, and the pidgin does not need to be used again. The
deal was struck, and the transaction was successful. At that moment, the
pidgin died. However, the same people may enter a transaction again in the
future. Thus, the same Chinese mercenary and Filipino customer decides to
use the pidgin they created before. Going back, the criteria that a pidgin must
meet to become a creole and that the pidgin must be spoken as a first
language. The pidgin of the Chinese and Filipino men used may spread, many
people may use it. These people may teach the pidgin to their children, and
the children learn the pidgin as a first language. In that case, the pidgin
becomes a creole, and later on, may become an official language.

One language may have many varieties. For example, a different

variety is spoken in Cebu, Baybay, Ormoc, and Southern Leyte. The Cebuano
term “wala,” meaning nothing, maybe used in its contracted form, “wa,” or in
other forms from other varieties as “waya.” These languages are called
dialects. A different dialect may be spoken by a region in comparison to other
regions.

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Figure 18: British and American English dialects

(Image retrieved from: https://me.me/i/did-you-come-here-to-die-no-sir-i-came-c8fbaab96a4a4

ffa9d10630178a95a3a)

The regional dialect is otherwise called the dominant language. It is

the dialect of a language that is spoken by the majority of its speakers.
Minority dialect is another type of dialect that is spoken by a small
community, mostly ethnic groups. It is not widely spoken; thus, it acts as an
identity marker for the community that uses it.

The Filipino song, “Porque” uses indigenized variety. The language

that was used in the song is Chavacano. It is a Spanish-based creole in the
Philippines created when the Spaniards colonized us.
Types of Registers

In simpler terms, register means the level of formality of a language.

In a language, even in a language variety, many registers maybe used. It is
essential to determine which register to use for a specific audience in a
context. In the classroom, you may talk formally to the instructor, but casually
outside the classroom setting.
1. As the name suggests, the frozen register is a type of register that
does not change. It is a fact that language is dynamic; it changes
with time. However, this type of register does not change. It is static.
2. A Formal register is used for an audience and context that demands
such a level of formality. For example, you may be friendly with your
instructor, but it is responsible and ethical to speak in the formal
register when you are in the classroom setting. Another example,
even though your audience at a health awareness seminar does not
require formality, it is still essential to speak in the formal register
because of the context.

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3. Consultative register, as the name suggests, is commonly used in

consultation situations. For example, you are buying groceries, and
the cashier asks if you have a smaller amount of cash. In this
example, a consultative register is used. It is formal, but not too
formal. It is also applicable when you are talking with the teller of
the bank, talking with your doctor, or even asking someone for
directions.

Figure 19: Consultative register meme

(Image retrieved from: https://pics.me.me/did-you-know-that-in-korean-im-glad-were-not-

40247842.png)

4. The casual register is used to an audience where you share a

relationship with, like a friend, classmate, etc. There is no restriction
in terms of formality, because this is not a formal register. The word
choice does not matter as well, except when the context dictates
otherwise.
5. Lastly, the intimate register is used to an audience who is very close
to you. One example is a heart-to-heart conversation of a mother
and child, or a conversation from two lovers.

Classification of Language Registers

1. The classifications of registers are mainly used for writing.
The first classification of registers is the formal language.
This is used in writing something which its nature is formal,
like company reports, contracts, etc. The language register
of this classification is formal; it is governed by many rules.
These rules keep the informality of one’s written work.
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2. The informal language register encompasses the casual

and intimate register. It is used for personal
correspondence like writing a caption in postcards, writing
scribbles and notes on a sticky note, etc. Since the register
is informal, there are few to no rules governing one’s
writing pattern. Also, there is limited subject matters that
are appropriate to be included in formal writing. In informal
writing, an individual can write about almost anything.
Displayed in the slide are some topics that can be included
in informal writing.
3. The neutral language register is not necessarily formal or
informal. It is upfront. It does not use fancy or figurative
language, literary devices, etc. It states the information in
plain and objective language.

Learning Tasks/Activities
Instruction: Browse the internet or books, and choose one creole of
your liking. Write an informal essay about how your chosen creole evolved
from pidgin to creole. Cite its history, its location of origin, the purpose of
creation, etc. Create a title for your essay, and use the introduction-body-
conclusion format.

Assessment
Instruction: Give your ample for each of the different language registers.

Instructions on how to submit the output

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Module Posttest

Instructions: Encircle the letter of the correct answer in each number.

1. Which of the following is enabling the growth of a global culture?
a. Mass media
b. Work
c. Education
d. All of these
2. Which of the statements below about culture is most accurate?
a. Culture is a subject that is usually taught in elementary school.
b. Cultural attitudes are not learned until adulthood.
c. We can expect to deal well with those from another culture without
having to adopt new attitudes.
d. Culture is shaped by attitudes learned in childhood and later
internalized in adulthood.
3. Which of the following is true about ethnocentrism?
a. Ethnocentrism makes you a better cross-cultural communicator.
b. Ethnocentrism is the tendency to prefer the ideas of a culture
other than one’s own.
c. Ethnocentrism can be avoided by being sensitive to the various
dimensions of cultural differences.
d. Ethnocentrism is the belief that every culture has its own
significance.
4. Which of the following statements is inaccurate with context to
culture?
a. Rely solely on stereotypes to understand other cultures.
b. Develop tolerance of other cultures.
c. Develop an understanding of your own culture.
d. Avoid ethnocentrism.
5. A recommended tactic for overcoming cross-cultural communication
barriers would be to _________.
a. Use the same nonverbal communication signals from one culture
to another.
b. Make extensive use of idioms and figures of speech.
c. Use complicated language to capture the attention of the person
from another culture.
d. Be sensitive to differences in nonverbal communication.
6. A person with cultural sensitivity is willing to investigate the reasons
why people of another culture act as they do.
a. True
b. False
c. -
d. -
e.
7. Culture is genetically-based

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a. True
b. False
c. -
d. -
8. To improve communication among diverse workplace audiences,
a. Rely on stereotypes to learn about individuals from different
cultures.
b. Concentrate on shared experiences, mutual goals, and similar
values.
c. Encourage individuals to conform to the company’s culture.
d. Assume that all individuals share the same holidays and lifestyles.
9. Cultural factors pervade the communication process.
a. True
b. False
c. --
d. –
10. The importance of avoiding cultural bloopers has multiplied because
of commerce and other forms of internet communication porcess.
a. True
b. False
c. –
d. –

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References and Additional Resources

Textbooks

Gallios, Cindy et al., (2015) Introducing Intercultural Communication (2nd edn). Thousand Oaks,
CA: Sage
Neuliep, James (2012) Intercultural Communication: A Contextual Approach (5th edn).
Thousand Oaks, CA: Sage
Pilapil, E., Pesirla, A. et al, (2018). Purposive communication. Philippines: Mutya Publishing
House, Inc.

Websites
https://www.slideshare.net/RyanBuer/varieties-and-registers-of-spoken-and-written-language-
200284234
http://internet-hints.blogspot.com/2011/01/in-albania-nodding-your-head-means-no.html
https://me.me/i/sikhpark-by-dalbir-hindus-dont-eat-big-mac-with-beef-9351568
https://render.fineartamerica.com/images/rendered/default/wood-print/8/7.5/break/images-
medium-5/a-police-officer-talks-to-a-cuffed-man-paul-noth.jpg
https://img.memecdn.com/prejudice_c_4102313.jpg
https://me.me/i/did-you-come-here-to-die-no-sir-i-came-c8fbaab96a4a4ffa9d10630178a95a3
https://pics.me.me/did-you-know-that-in-korean-im-glad-were-not-40247842.png

Answers to the Pretest

1. √
2. √
3. X

Answer to the Posttest

1. d
2. d
3. c
4. a
5. d
6. a

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7. b
8. b
9. a
10. a

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Module 3: Communication
in Multimodal Landscapes
Module Overview

The module provides essential concepts about multimodal use in various

communication purposes. Specifically, this will inform the readers about
significant campaign awareness development, reading, writing, multimodal
design, theories and problem solving, exploratory personified learning, and
spatial thought, in ways that are important to education.

Motivation Question

Why does the design of communication materials need to be condensed in

articulating information to the audience?

Module Pre-test

True or False. Write the word TRUE if the assertion is correct, and write the
word False if the statement is incorrect. Write your answer on the line.

__________ 1. Language establishes relationship between messages and their

recipient.
__________ 2. Multimodality approaches address the non-bias of looking at
just one form of communication.
__________ 3. Communication materials put a great consideration on picture,
and choose the volume of photographs.
__________ 4. Writing is a means of visual communication.
__________ 5. Multimodality offers scalable study lens.

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Lesson 3.1: Multimodality and its

Approaches

Lesson Summary
Multimodal connectivity poses a range of obstacles to study and
understanding, with an emphasis on emerging technology. They reshape
information dissemination and practices in reading and writing. Effective
multimodal designs provide different concepts to establish awareness and
understanding beyond language.

Learning Outcomes
At the end of the lesson, the students can:
1. Elucidate the concepts of multimodality; and
2. Employ the appropriate approach in evaluating the language of a
multimodal text

Motivation Question
What ideas do you have about multimodal?

Discussion
Individuals do not deal with words alone in communication. They
communicate using their preferred language; they often use appropriate
pictures to express accurate messages to strengthen understanding. When
people propose public speaking engagement, they mean to encourage
interaction even in digital environments.
Humans engage with people and things using several expressions.
They manipulate their body language, and utilize the location by moving
around in the environment where they consider themselves comfortable.
Some of the texts and materials which people use when interacting are
textbooks, charts, shapes, websites, digital objects, models, and other
learning equipments. These materials are usually a mixture of pictures, color,
texture, writing, and interactive animations involving movement, music, and
spoken words.
According to Jewitt (2009) and Kress (2010), multimodality reflects
the approach which informs about the systemic social understanding of
messages from various sense formation ways. It offers principles, tools, and
a structure for the compilation and study of interaction and the environments’
visual, aural, embodied, and spatial aspects. Although modes of
communication, such as gestures, have been generally recognized and

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examined, like McNeill's (1992) works, multimodality discusses all

communication forms. It explores the relationship between the means of
communication. It takes a more holistic view of interaction and
communication outside, paying special attention to one of the resources or
particular communication modes. It means going beyond language for some
scholars, but in other disciplines, it may mean moving beyond the emphasis
on image, and so on.
A multimodal perspective advances the new model of language and
communication. However, understanding this shift in how we think about
communication is a discussion in this learning guide.
Oral and written communication dominated communication studies in
the last millennium and a half. This linguistic model has become a practice
among other modes of communication being the primary language carrier.
Despite the dominant verbal language position, other methods gravitate on
the horizon of language and communication studies, such as semiotics, film
theories, and visual interpretation theories, which explore meanings beyond
verbocentric and typographical perspectives. In reality, it is the multimodal
viewpoint that builds on the elements of all these methods.
Speech and writing remain essential and a part of a multimodal
collection. Multimodality highlights the meaning of social context and
people's resources to make any sense, with interest in the use of people's
help. For example, we can refer this to people’s use of gazes—a direct or
averted gaze, a shorter or intermittent gaze, and a fixed look or a roving eye.
Therefore, it opens up possibilities for appreciation and study, yet theorizing
the various ways people make sense with their fullness set of tools at their
fingertips, in a particular purpose and moment.

Central Concepts of Multimodality

The multimodal perspective can refer to the principle of social
semiotics derived from the work of M. A. K Halliday (1978), and its functional
view of language. According to Halliday, language has three general roles in
communication: (a) it enables us to communicate and reflect our experience
in the world; (b) it establishes relationships between producers and receivers
of messages; and (c) it allows us to arrange texts to form coherent wholes.
The essential terms on multimodal texts are as follows:
a. Mode. While the term mode has several implications in various
fields, including modes of argumentation in writing, when dealing
with multimodal texts, mode describes the type of communication
used: spatial, verbal, visual, gestural, audio.
b. Media. While media is often a preferred mode, media (and its
particular medium) simply relates to how a message reaches its
audience (e.g., photography, website, song). A medium may
include several modes (e.g., a song has words and audio, a video
of that song would also have gestures and spatial arrangement).
c. Availability. The term availability refers to the specific attributes of
the chosen medium that the author uses while writing in that
medium (e.g. the website provides hyperlinks and visual images
combined with descriptive text, whereas the video better outcome
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such as time, movement, editing, and audio). Think of concepts as

the possible ways in which you can employ media to get the
message across.

d. Genres. These are classifications of media based on the desires

of the viewer. For example, film media includes genres such as
romantic comedy and animated shorts. Each genre comprises a
collection of conventions. For instance, the style of a newspaper
cartoon series always consists of a sequence of three frames with
a catchphrase delivered in the final picture. Although the graphic
novel genre shares a comic strip characteristics, that genre's
standards call for a more extended narrative through a sequence
of frames which may differ in number from page to page. When
reviewing multimodal texts, you should remember the genre, the
conventions of its text in question, including how the text accepts
or questions such traditions.

e. Rhetorical Situation. Every multimodal text is produced for a

specific time and place, and a particular audience. The
perceptions that emerge from these situations are considered a
rhetorical position. The rhetorical situation considers decisions
based on context, audience, intent, genre, and author (or implicit
author).

f. Author and Implied (author). In some multimodal documents, the

author is mentioned, such as the film director or the author and
illustrator who was collaborated with on a children's book. In many
cases, the author's instances are unspecified, which is similar to
all advertisements. Since there are authors behind these texts — or
a team of designers, videographers, and writers — when evaluating
an ad, one may assume the author to be the organization that
approved the advertisement (e.g., McDonalds or Jollibee). The
same applies to an anonymous article written on a website. In the
absence of a designated author, the website becomes the author
of the paper.

Multimodality in Composition
In composition, multimodal elements are explained by five modes of
communication: verbal, visual, gestural, spatial, and audio. These principles
are often combined with the design language to create a more in-depth
discussion of the different forms, particularly when referring to layouts that
include words and images, such as posters, presentations, and websites. It is
also related to what New London Community (1996) considers the process to
explain interpretations.
The five modes are:
a. Linguistic– choice of phrase; delivery of spoken or written
communication (tone); organization of sentences, phrases,
paragraphs; coherence of independent words and ideas.
b. Visual— color, layout, design, height, outlook.

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c. Gestural— facial expressions, hand gestures, body language,

human communication.
d. Spatial— Arrangement, structure, location of people, and objects.
e. Audio— Music; background music; ambient noise/sound; silence;
tone; accent and accent of voice in spoken language; frequency of
sound.

The Language of Design:

a. Emphasis- the most significant or pronounced element of the
picture.
b. Repetition- repeated patterns of the same or similar shapes or
objects, which can also be used; reflects the significant focus or
theme.
c. Contrast- the substantial disparities between elements that are
visible based on their relationship with each other.
d. Layout- there is a good organization of the website's components,
including text, pictures, shapes, and the overall composition.
e. Alignment- reflects how elements are arranged on a page, mainly
in which text is positioned at left, right, or center.
f. Proximity- the connection between objects in space, specifically
how close they are to each other. Proximity can reflect the
relationship between objects.
The discussions above reflect how the mixture of communication
modes contributes to the general meaning of the text. As an example, if one
thinks of a piece of publicity, the element in it has been designed to contribute
to a general meaning: color, spatial distribution, written message, and

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Figure 20: Design elements of different modes of meaning (The London Group, 1996 p.83)

photographs, all of which are combined to generate a particular message to

you.
Multimodal Approaches
The multimodal approaches are based on a semiotic social
understanding of language and communication. In other words, it concerns
the elements that play out as readers make sense, and how individuals reflect
those meanings in conversation. The multimodal approaches offer methods
for analyzing texts by splitting them into their essential components, and
understanding how they work together to create sense. Jewitt (2013) informs
that there are many reasons and benefits for taking a multimodal approach to
looking beyond language use in communication.
Holistic
Multimodality thoroughly describes the communicative work of all
modes of communication. A multimodal approach addresses the bias of
looking at just one form of communication – language – and, in so doing,
draws attention to the particular nature of communication and different
communicative 'work' of different modes. It sets out what was written or said,
and all other modes of communication used – image, gesture, gaze, body
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posture, space, and so on – and begins from the point where everything is
made to contribute to its meaning.
Multimodality sets out a framework for the systematic description of
modes and their semiotic resources. It enables a multimodal communication
set to be interrogated and helps overcome the contradictions, sometimes
even conflicting discourses, between what was spoken or written and
expressed in other modes, in powerful ways.
Communication materials put a great deal of emphasis on writing and
carefully chooses the volume of photographs. In communication, illustrations
started to give way to a progressively larger proportion of written text. For
reference, they continue to reflect ideas with a technical purpose, charts,
diagrams, or photographs illustrating a specific landform or waterway or
settlement type in a geography textbook.
Images are being connected in the direction of specialization – away
from 'thought' towards more technicality. In other words, images do not
vanish, however, functional in their purpose. The school situation remains
almost the same in many respects, with two significant exceptions. The
School subjects these days are now making far more use of pictures,
particularly in secondary and higher education. In many of these subjects,
certainly in more technical/scientific subjects such as science, information
technology, videos have become the primary means of portraying curricular
content. In more humanistic subjects, such as history, English, and the arts,
images differ in purpose between illustration, decoration, and detail. This
trend continues, as is the case for worksheets, textbooks, and CD-ROMs.
On the other hand, there are no teaching or 'instruction' in the (new)
position of photos in every classroom situation. However, there is teaching on
desktop publishing in the school subject of Information Technology. Perhaps,
this has become one of your lessons way back in high school. The evaluation
continues to concentrate on writing as the primary mode. Students are called
upon to make sketches in science and history; however, these drawings
appear not to focus on the teacher's interest, especially in the light of their
(written) remarks on someone's work or the work of a student. In other words,
the students’ materials involve extensive symbolic use of images; in materials
needed for the audience — in particular, in different types of evaluation —
writing remains the anticipated and prevalent mode. Photographs take this
ever-increasing role, and not only in people's texts. Either printed or electronic
media, whether in newspapers, magazines, CD-ROMs or blogs, whether as
public relations materials, advertising or instructional materials of all sorts,
most texts now include dynamic interrelationships of printed language,
photographs, and another graphic, or sound elements, crafted as coherent
(often first-level visual rather than verbal) entities utilizing formats. But the
ability to generate multimodal texts of this type, however central its position
in contemporary society, must be learned in schools. To put it merely
regarding this critical new communication capacity, this new 'visual literacy,'
formal education, under the pressure of sometimes conservative political
demands, generates illiteracy. Writing itself is a means of visual
communication. In reality, the indication of a genuinely literate social
individual is the ability to treat writing as a visual medium in its entirety. For
example, by not moving one's lips and not vocalizing while reading, not even

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'subvocalizing, ' (silent, 'thinking aloud in mind is' to bring out of the complete
paradox of this activity).
Readers who shift their lips while speaking, who subvocalize, are
regarded as culturally and mentally corrupted by the need to use a less
culturally respected form of verbal language when reading visual scripts. This
'classic' visual literacy (writing) has been one of civilization's most significant
accomplishments and ideals. One of the most critical education priorities is
that one of the central and highly respected distinctions created by modern
societies has been between literate (advanced) and non-literate (oral and
primitive) societies. Visual communications are regarded as the realm of a
tiny elite of specialists or devalued as a possible means of articulate
expression. It is not the value of language as such over visual
communication. Nevertheless, the systems, definitions, and varieties of the
spoken registers are widely ignored and less likely regarded as language
varieties in the public forum of power.

Figure 21. What you need to know about the coronavirus right now (in-cyprus.philnews.com June
10, 2020
If one has to examine the picture above, the most ideal would be the
picture of the challenges in times of COVID-19. But the analysis will show that
the use of the image set of this digital environment is related to the degree of
impact of the virus towards the people, especially among the medical
practitioners.
This graphical example's visual elements, including the one seen
above, reflect a pessimistic discourse as the virus has seen numerous global
consequences. Note that this figure forecasts the number of active cases of
COVID-19. Simultaneously, the surgical mask worn in the picture reflects our
medical practitioners who work overtime to provide continuous assistance to
virus-infected patients.
It now shows how multimodality's holistic approach can make visible
significant discourses that are 'hidden, ' or left ambivalent, somehow fluid, '
inarticulate' in the multi-modal 'non-verbal' interaction, or the visual, or
multimodal elements of texts and artifacts. Moving beyond words will make
these contradictions clear.

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Multimodality Provides a New Lens

Looking at communication and learning only through a multimodal
lens changes what is seen and treated as information. It recreates the
boundary around what is necessary and feasible to examine. Multimodality
offers a scalable study lens.

Figure 22. Interactive Projectors in Brisbane (Super GC Renovation)

The image in Figure 3 is from the Super GC's Interactive Projectors in

Brisbane. It represents an example of the new lens that allows of
multimodalty through which shows how teachers and students combine
various tools to create solar power narratives. In this case, the teacher
brought digital equipment to her classroom using audio-visual on board,
talking, communicating with (and manipulating) digital equipment, motion,
and the textbook. We look at these tools' various roles and how students
incorporate them through their written work, design maps, and drawings.
Multimodal offers an expansive analysis lens that facilitates
multimodality. Technologies and artifacts that are very much a part of our
daily lives no longer acknowledge them or allow mute incarnated interaction
to be seen differently. Looking at all the modes together brings them to the
frame — in the picture of science. Such attention to modes about digital
messages, mediated behaviors, and conditions indicate multimodal
inventories. It can be used to understand the potential and limitations that
different technologies impose on their use and to understand how users of
technology consider and use these tools in various ways.

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Power
A multimodal approach is conducive to analyzing power structures
and how they are psychologically instantiated by various forms of access that
people have with communication modes. It illustrates the unequal distribution
of modal power throughout social classes and demonstrates how these
inequalities represent power and how other people resist these indicators of
authority.

Figure 23. Teacher and students during their laboratory experiment activities (Goldstein, 2016 in
pearson.com)

The students work in small groups to discuss the procedures and the
laboratory experiments' possible results, while the instructor joins each group
for about five minutes each. How students and teachers communicate with
the objects on the table — chemical mixtures and other laboratory tools; their
use of look, gesture, and stance creates very different pedagogical
relationships. In Figure 4, the teacher stands among her students while
holding the test tube with a mixture. Students and teachers look at each
other, open gestures are expansive, students listen, and talk spread across
teachers and students, with multiple questions and answers.

Figure 24. Teacher holding a book while she asks her student to point a certain illustration
(Lathan, 2020)

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In the example in Figure 5, the teacher sits on the chair, holds the book
and the drawings, the student's and the teacher's eyes do not connect, the
stance is stable — the girl's arm is bent, supporting her knee without
movements. At the same time, the boy looks receptive to the teacher's
instruction. The rest of the students are looking in the same direction towards
the book and the teacher. Multimodality reveals the unequal distribution of
modal capital over and beyond social classes and shows how these gaps
mark influence and how people reject these power markers.

Difference
Multimodality enables the investigation of how modes are used
differently, in specific environments, and by different actors. Take a
multimodal communication and learning framework that offers toolkits to
look at change over time and transform across contexts, such as
technologies. This method is increasingly being used in digital technologies,
draws more attention to how technologies reshape modal practices.
Multimodal understanding of how digital technologies are reshaping modal
strategies means going beyond intuitive ideas about what technology could
do to provide a detailed analysis of communications technology resources,
how they are used in situations, and how much they can and could.

Figure 25. Android technologies and computers overtake lecture room

(classroomtech.com/interactive-displays)

From one viewpoint, technological changes over the last decade may
have taken place. It does not seem that the classroom atmosphere has
changed and the school as an institution. From another point of view,

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Figure 26. School of rock (dailyactor.com)

inventions will alter the attitude of the school environment in meaningful
ways.
There are differences in a classroom with a teacher and student who
exploit Digital Light Processing (DLP) in the schools, from a discussion with a
chalk-talk (Figure 7). Electronic technology can shape how a teacher moves
around the classroom, the type of students' responses to the kind of texts
that come into the school. These have impacts on the pedagogic relations
and textual practices of the school.

New Resources
Multimodality contributes to the detection and advancement of
emerging technologies, digital resources, and innovative applications of
existing resources – in the particular digital landscape. In terms of growing
inventories of styles and epistemology assets, how they have been useful in
selecting unique examples, an archive of the past and the present, multimedia
may also lead to the development of potential opportunities and their uses.
According to van Leeuwen (2005) in Jewitt (2013), digital
synthesizers and other emerging innovations, for example, reshape the ability
of 'human' voices to build new tools and contexts for the use of 'human'
voices — in emerging objects, public announcements, and music. This digital
reshaping of voice, in turn, has an effect on the non-digital use of voice — for
example, by providing various textural or rhythmic benefits of a non-digital
voice not previously considered. They bring more awareness of the
incarnation to bear on creating conscious-technological contact in general
and the expansion of services movement in all of them.

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Innovative methods
Multimodality can contribute to advanced methods of research.
Through scholars who have spearheaded semiotics, they have developed
methods for transcribing, sampling, and theorizing multimodal interactions in
different social contexts and addressing constructive questions about the
role of picture, expression, movement, and object action in development
communication. Jewitt (2006) developed a multimodal structure that
explores how digital technologies reshape knowledge, education, teaching,
and learning practices.
A holistic view of interaction and communication is significant
demands for research methods concerning digital texts and environments
where conventional concepts and analytical tools (e.g., speaking aloud
protocols or ethnographic field notes) may need to be reconsidered. How can
research methods efficiently handle and assess the flow of 'materials' in
online social relationships and other digital environments? Multimodality
contributes to existing research methods for the collection and analysis of
social research data and settings. For example, it allows modal changes to
the multimodal screen format text and their subsequent meaning to be
connected across different digital platforms, as blogged, re-blogged, tweeted
and texted.
These changes include changes in color and content through framing,
cropping, and re-scaling. New relations of image writing through the use of
captions, voice-over; new meanings created by insertion into a larger
multimodal layout; and strangeness with modern elements and the material
and features of various technological platforms that reshape what may be the
case.

Doing Multimodal Analysis

This section provides an example of multimodal text analysis, in
particular a poster. The goal is to explain the steps taken to investigate
multimodal texts to raise awareness of texts and communication's
multimodal existence in general.
The use of posters is an activity familiar to most people. Over time,
posters focus more on visual elements. They contain symbols, illustrations,
graphics, photos, colors, and even additional accessible content via the
internet. Posters function in so many ways depending on how most people
utilize it according to its activities. A significant step in understanding the
essence of posters as a multimodal composition is to investigate basic text
structures, graphic design, and language features. The emphasis is on the
type of message, audience and intent, appeal, potential implications of the
message, and the degree to which different factors, such as font and style,
design, imagery, color, symbolism, message, and material, influence the
appeal of the poster.
Information posters, such as a scientific description, provide a lot
more information than a standard film or poster. Relatively similar design
principles often apply to design a double-page knowledge spread in a
textbook using images and text. The balance and positioning of text and
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graphics in the poster and the use of headings and sub-headings are
essential considerations. The poster needs to be divided into logical,
sequential parts, making sure the headings and sub-headings stand out so
that your reader can easily search your poster.
English-speaking readers read text from left to right and from top to
bottom. It means that the spatial layout of the information on the poster
needs careful attention to logically direct the reader's eyes through the data.
Three basic configurations are horizontal, vertical, and central. Columns are
typically arranged as two columns for portrait orientation and three for
landscape orientation.
Analysis of conditions of production and use. An "ordinary" written
page may not be an excellent example of multimodal material.
However, a closer look shows that a written text is made up of several
interpretative ideas. The first question to be asked when making a
multimodal study is, what are the conditions of development and the
use of the text under review?

Identifying basic units. The second step is to define the primary

companies that make up the document. According to Bateman (2008),
the Base Unit is "all that can be seen on each page of the analyzed
text."
Visual mode

Images

logos

color

53 Colored
Texts

Important
54
information
55

Figure 27. Message on the world environmental health day (climate.gov.ph)

Figure 8 shows an example of the recognition of the superficial structures of

the poster. For readers, please visit climate.gov.ph for the original colors of
the picture. We have the following for the base unit:

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Base units Mode of Communication Function

Logos Visual Aesthetic visual
Animals Visual Aesthetic visual
Earth Visual Aesthetic visual
Plants Visual Aesthetic visual
Color Visual Emphasis
(olive green, old rose, black, brown blue, white, red)
Type face Linguistic Legibility and readability
(Arial, Italicized Arial, and Franklin Gothic)
Space Spatial Invitation to annotate
Important details Linguistic Navigation and access
structure

Identifying the Modes of Communication and Their Role of Meaning

The third stage includes defining the mode of communication at play
for each base unit. It is also essential to identify the primary function(s) of the
mode(s) of communication in the multimodal composition. Three modes of
communication are expressed mainly on this written page: linguistic mode,
visual mode, and spatial mode. Each of which entails a variety of
opportunities.
The first is the linguistic mode of communication that performs the
most severe semiotic work on the list. The linguistic mode is not only used to
introduce content (e.g., paragraph blocks); it also acts as a system that
allows the readers to navigate and access the contents of the website.
Some of these fundamental units, such as boldface text and italicized
expression, play a dual role. They are typographical tools that are linked to the
linguistic mode of communication, but they also play a visual role since their
show conveys paralinguistic knowledge.
The typeface is another medium for the written form of the linguistic
mode, and, as van Leeuwen (2006) points out, it has become a 'means of
communication' it has its right "(p. 142). The key aim of the typeface is
readability and readability. The typography, typeface, or font family focuses
on letter structure to transmit messages as simple as possible. The typeface
provides a pleasurable aesthetic representation as possible.
The visual mode of communication in the poster expresses itself in
various ways. The first visual feature that attracts the reader's attention is a
pictorial illustration of different animals and plants on the top of the globe.
The question that arises is: what is the intent of this image?
Visual mode often relies on the availability of color and the written
page for emphasis. Yet, at the same time, it is used to distinguish and codify
some concepts' position and status.
Thus, color denotes the order of things and to create a flow of the text.
There is an aesthetic purpose from page layout because the page is designed
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to combine many elements (image, color, margins) in a pleasing way to the

eye. From this, one can deduce the page itself to become a visual unit in the
viewer's eye.
The final mode contained in the document is the spatial distribution
that manifests through the layout of the document. The layout is paramount
in the design of a multimodal page because it guides the reader through the
text. Still, most importantly, as research has shown, "page elements and their
contents," organization has a significant impact on how readers
communicate and view the documents that contain them.

Establishing Literal Translation Ties

The fourth step in the analysis addresses the question: what is the
meaning of the text? The previous analysis helped us see that the basic units
that make up a page represent different roles and express different
meanings. Although identifying each variable's semiotic force is essential,
multimodality emphasizes the study of the implications of the word-by-word
relationship between the modes and their basic units.

Learning Tasks/Activities
Directions: Study the two images below. Guided by the six multimodal
approaches for looking at language beyond it, show a robust analysis of the
language use and how the text portrays significant ideas to the readers.

Analytic Essay Rubric

Thesis - It must be original, creative, aggressive, and wise. It must
show acceptability to the scale of the task, and its importance
is clear.
Evidence- A wide variety of publications are employed in constructive
ways to support arguments. Efficiently consolidates broader
knowledge to understand the evidence. Students demonstrate
the constraints of available evidence.
Organization- Supports the claim collected throughout the paper.
Paragraphs and subcategories of the report are connected.
The paper progresses logically. The introduction brings the
reader in; the argument does not merely summarize it.
Analysis- It is persuasively argued. The section identifies counter-
arguments and alternative theories. Describes the paper's
position concerning the limits of the evidence that ties to
broad ideas and concepts.
Knowledge- Shows knowledge and relates the document to broader
events, concepts, and arguments.
Mechanics and style- Writing are evident and understandable. Correct
grammar, spelling, diction, and usage all contribute to the
success of the paper. Compositional innovations, rhetoric, and

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Figure 28. Families live under the concrete pipes used as makeshift dwellings along
the street in Manila (straitstimes.com, 2016)

the use of analogies all contribute to fundamental

understanding.

Figure 29. Image of a boy sitting at a table in his house (de Guzman, 2020)

Assessment
Choose one multimodal output for your assessment, such as posters,
infographics, PowerPoint presentations, TV commercials, books, magazines,

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blogs, social media accounts, and other similar works. Analyze it based on
the steps discussed above.

Rubric for your Critical Analysis Essay.

Introduction and Conclusion (20 points)

It should contain an introduction with an attention grabber statement
that catches the readers' imagination and maintains to engage the reader
until the thesis statement becomes clear. The thesis statement should set
out the experience or occurrence that should represent its impact on the
author. The conclusion should be adequate that wraps up and re-emphasizes
the importance of the thesis.
Main Points (20 points)
The main points/topic sentences must emphasize a direct statement
to the thesis. Supporting examples must be concrete, with essential details.
The analysis must develop a practical point of view.
Organization (20 points)
The logical progression of concepts must have a simple framework
that supports the thesis. Use proper transitions to make your discussions
successful, stimulating variations throughout the article, not just in the
sentence subject.
Style (20 points)
Your writing should represent a smooth, skillful, and coherent
production. Sentences must be powerful and articulate, with a complex
structure. Then, the syntax must be compatible with well-chosen terms.
Mechanics (20 points)
Be cautious with punctuation, pronunciation, and capitalization.

Instructions on how to submit student output

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Lesson 3.2: Designing Representations of

Reality in a Multimodal Paradigm

Lesson Summary
The modality theory is equally essential for visual communication accounts.
Visuals may portray people, locations, and objects as real, as they are, or as if
they are not — as if they are imaginations, illusions, caricatures, etc. Digital
texts and settings are, however, different. They need considerations at the
center of writing that has a solid, engaging character. The genres and
traditions of multimodal texts are reasonably available so that readers can
create new opportunities to build and interpret messages from the different
routes and directions of the texts. Writing and reading are perceived to be a
crucial issue in the multimodal environment. The capacity for multimodal
interaction with digital technologies can gradually grow and grow. This is an
excellent point to consider multimodality as an excellent starting point for the
design of successful communication materials in different social contexts.

Learning outcomes
At the end of the lesson, the students are able to:
1. Distinguish the various multimodal constructs used in different
settings; and
2. Design a multimodal output that represents efficient
communication.

Motivation Question
How do you conceptualize a useful communication material for information,
entertainment, or for campaign awareness?

Discussion
One of the problems of communication is the reliability of messages.
Is what we see or hear accurate, factual, genuine, or a lie, a fabrication,
something outside of reality? To some degree, the type of message itself
implies a response. Most people systematically assign greater importance to
some forms of messages compared to others. The reputation of the
newspapers, for example, rests on the information that photos do not lie, and
notes are more accurate than stories, even though the rise of the book
Photoshop and 'spin' started to weaken all of these forms of expertise.
More commonly, and with specific reference to the visual, many
consider that a person's vision of sight is more accurate than the sense of

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hearing: I saw everything with my own eyes, as more credible evidence than I
heard it with my ears.
Unfortunately, people know that while the camera, as well as its
pictures, does not lie — or at least not at any rate- to those who use it, it may
and do; issues of truth and fact remain ambiguous, susceptible to doubt and
confusion to various controversies and struggles. But, as members of society,
everyone must focus on the impact of the knowledge everyone obtains,
generates, and shares. And to the extent that people are ready to respond, to
trust some of the messages they receive that are, to some degree, according
to the modality markers in the text itself, occupying on textual measures that
can express trustworthy and directed with intellectual rigor. These modality
markers have been analyzed by the societies where people interact as fairly
reliable guides to the reality or truthfulness of messages as developed. The
principle of modality is equally essential in visual communication accounts.
Visuals may depict people, places, and objects as real, existent, or as if they
are not — as if they are imaginations, illusions, caricatures, etc. And here, too,
modality decisions are social, depending on what is perceived to be real (or
valid, or sacred) in the social community as a reflection of their primary
purpose, the core values, beliefs, and social benefits as a whole.

Figure 30. Saussure and the model of communication (Kress & van Leeuwen, Reading images : the
grammar of visual design, 2006)

The picture above depicts two humans, 'A, ' and 'B,' and a circular and
continuous phase. The picture above explains the processing of sound
images in the brain, accompanied by the transfer of the response to the
image, then to the organs meant to create the sound. Sound frequencies
travel from the speech of A to the ear of B.

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Figure 31. The connection between verbal abuse and anxiety everyone ignores (childhub.org)

The photograph in Figure 12 reflects the speech process, or rather

part of it, as we see 'A ' speaking and only 'B' activating sound images in her
brain. Looking at the picture in Figure 12, someone might conclude that this is
abstract and schematic. It is itself a conceptual, unconstrained, unencrypted
description of reality. Would this indicate that drawings are far less 'actual'
unlike photos, therefore more deficient in modality, or that portraiture is far
more accurate than schematic? Not all that much. To readers for whom de
Saussure's diagrams mean, they may, in reality, be more real than the picture
in the way that they show a truth that reflects more accurately what the
speech system really like.
What is perceived real depends on how a particular social community
describes reality. From naturalism, the fact is interpreted based on how much
similarity between an object's visual image and what one person sees from
the naked eye towards the object. A specific group creates realism due to a
complex collection of activities that identify and make up the group. In that
sense, a particular kind of realism is itself a motivating symbol in which the
ideals, beliefs, and desires of that group find expression. As the examples
indicate, concepts of fact are often related to expression and regeneration
technologies. The comparatively modern shift from black and white
supremacy to the influence of color in many realms of visual communication
shows how rapidly these narratives can evolve and how closely they are
connected to technological change. For us, rational thinking audiences, the
ordinary citizens of society at large, the leading technology is still that of color
photography.
As the examples indicate, concepts of fact are often related to
expression and regeneration technologies. The comparatively modern shift
from black and white supremacy to the influence of color in many realms of
visual communication shows how rapidly these narratives can evolve and
how closely they are connected to technological change.
Realism is a concept of what counts as real — a collection of
standards for the truth. It will find its expression in the 'right,' the best, the
most, 'natural, ' kind of representation of that kind of reality, whether it is an
image, a visual, or otherwise, a diagram. It is not to suggest that all facts are

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equal. While various realism arises alongside within our culture, the prevailing
norm by which most measure visual realism, and thus photographic modality,
maintains, for the time being, naturalism as conventionally known, '
photorealism.'
The prevailing criteria for what is real and what is not is based on the
appearance of objects, how much consistency there is, what we can
'normally' see an entity in a concrete and precise environment, and what we
can see from it in visual representation. In principle, it is focusing on currently
prevailing conventions and technologies of visual expression. Consider an
image to be real when its colors are approximate as saturated as those of the
standard, the most commonly used photographic technology.
When color is more vivid, people consider it exaggerated, or more than
correct, or excessive. When less saturated, people think of it as less than the
actual, or delicate, or ghostly. This is also related to representation, detail
rendering, depth representation, and so on. Pictures can only be seen as
naturalistic images that can be seen with a viewpoint, a degree of detail, and a
form of color rendering modern photography technology that have the highest
modality. When the size, sharpness, and color are reduced or increased, the
perspective flattens or deepens, so the modality is diminished.

Representation and Interaction

Visual communication can establish and sustain another type of
interaction, the engagement between the creator and the picture's audience.
A different way of saying this is that photographs (and other forms of visuals)
include two groups of participants, embodied respondents (people, locations,
and objects portrayed in pictures) and interactive people involved (people
who connect through photos, producers, and viewers of images) and three
types of relationships:
• The connection between represented participants
• The relationship between the interactive and the represented
participants (the attitudes of the interactive participants towards
the defined participants)
• Relationship between the interactive participants (what the
interactive participants do to or with each other through images)

Therefore, interactional participants are real people who create and

make logical sense of images in the concepts of cultural organizations that,
to varying degrees and various ways, govern what can be said with images,
how it should be said, and how it should be perceived. In certain situations,
communications are immediate and straightforward. The creator and the
audience know each other. They are engaged in face-to-face encounters. Two
individuals have to take pictures of each other to hold in wallets or pins on
pinboards or drawing maps to send each further instructions or descriptions
to illustrate each other's ideas. In some instances, however, there is no real
and apparent involvement. The producer is absent from the audience, and the
audience is missing from the producer.

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Figure 32. A health worker wearing a protective suit and risks at work while on her rounds at
Mandaluyong City Medical Center (inquirer.net September 17, 2020)

Think of the picture above, which was taken from the Inquirer.net.
Who do you think is the creator of this? Who took the photo? The worker who
edited and printed it? The organization that has chosen and circulated it? The
editor of the image who selected it? The design artist who cropped it and
decided the size and location of the section? Most audiences might not only
ever meet personally to the production chain, but will also have a vague, and
maybe skewed and sensationalized, understanding of the production
methods behind the picture. Everything they have is the image itself, as it
shows in the journal or a newspaper.
The day-to-day interaction gives ease to the people to differentiate
between the engaging participants and the portrayed participants,wherein
there is always an image producer and a viewer (for example, a person based
on the situation, can switch roles with the creator, add to the printed floor
plan or diagram), and the portrayed individuals (for example, the position of
the producer). People in the simple sketch of the dining table layout, or the
places in the hand-drawn graph, may include the maker and the audience
themselves. Both the creator and the audience are fully present. Whenever
there is a difference between the context of production and reception, the
manufacturer is not physically present. The audience and the picture cannot
reciprocate – an insightful exception is the 'defacement' of the advertising
ads. The graphic artists 'react' to the necessary 'turn' or the expression of the
image.
Something similar is happening in writing. Authors are typically not
physically present as their words are read and must address their readers as
depicted participants, even though they are written in the first person.
Readers are alone with the written word, and they cannot usually become
authors in turn. Literary theorists such as Booth (1961) and Chatman (1978)
have tackled this issue by distinguishing between 'true' and 'implied' authors
and between 'actual' and 'implied' readers. Similarly, the implied reader,
preferred reading role, etc., is 'an illustration of a certain competence
introduced to the text and structuring of that expertise within the text'
(Rimmon-Kenan, 1983:118): the text chooses a 'model reader' using its
'choice of a particular linguistic code, an individual textual style' and by
presupposing 'specific encyclopedic competence' of the reader.
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Suppose they wish to see their work disseminated. In that case,

producers must work under more or less strongly structured norms and
conform to the more or less rigidly defined principles and beliefs of the social
organization within which their work is created and circulated. Readers would
at least recognize these communicative motives and principles and behaviors
for what it is they are, even if they do not ultimately embrace them as their
ideas and beliefs. They should 'recognize the essence of what is said by
resisting the speaker's interpretation and evaluation.
However, behind the differences between the context of creation and
the context of reception, both may have common elements: the picture itself
and the knowledge of communicative tools that allow being communicated
and interpreted and how social experiences and social relations can be
encoded in photos. It is also said that the producer's knowledge and the
viewer's knowledge may vary in one way or another.
With fundamental respect, the producer is active, who allows the
sending as much as receiving the messages. The viewer is passive, who
encourages the receiving of the messages.
It is valid to some degree, not only in the sense that the processing of
images is still a skilled task, such that creators write very fluently and
eloquently, and quite sometimes than viewers. But we hope that our efforts to
make that information clear can demonstrate that interactive definitions are
visually encoded in ways that are focused on competencies shared by
producers and readers.
The disparity between the context of development and the context of
reception has yet another effect: it causes social ties to be interpreted rather
than adopted. Since the producers are excluded from the position where the
actual communicative transaction is done, from the transmission locus, they
cannot say 'I' except using a replacement 'I.'
Even if the audience sees a picture of the 'true author' or a participant
in the production process – the host in the television show, the painter in a
self-portrait, the manager of the business or the employee in the centuries-old
distillery in the advertising – that picture is just another image, that
duplicates the real author, a depiction disconnected from its original body.
The true writers can even speak in the form of someone else, of a character,
as if, regardless of being the owner of a business, Juan de la Cruz, or a larger-
than-life walking and talking Higantes, who addressed us in an advertisement.

The Motion of the Picture and the Gaze

Multimodality creates a fundamental distinction between images from
which the depicted participants look directly into the viewer's eyes. When this
occurs, the vectors generated by the eyeliners of the participants link with the

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Figure 33. Women empowerment (Gurgaon Moms,2018)

audience. By then, communication takes place even if it is just on an

imaginary level.
If one looks at Figure 14, it merely gives an idea that the woman is a
victim of violence either in public or at home. However, the picture provides a
visual configuration with two closely related features. First, it produces a
graphical type of a specific response. It recognizes viewers explicitly,
approaching them with a visible 'refuse abuse.' It is a picture act in the second
position. The producer is using the picture to do something to the viewer.
For this reason, this concept follows what Halliday (1985) posits as a
picture of demand: the participant's look (and the gesture, if present)
demands something from the viewer, requests the audience to join into an
imaginary relationship with him or her. Precisely what kind of relationship
would mean such as the facial expression of the participants? They may
smile, in which case the audience is requested to make a good relationship
for their cultural connection. They may look at the participant with inhuman
disgust, in which case the audience must respond to them, perhaps as
subordinate to the immediate supervisor. They may coerce the audience, in
which case the audience is asked to wish for them. The same is true of
movements. A hand may point to the viewer, in a visual 'Hey, you there, I
mean you,' or encourage the audience to draw closer, or keep the audience at
bay with a protective gesture, as if to say, 'Stay away from me.' In each
situation, the picture requires something from viewers – it intends them to do
something (stay close, remain at a distance) or to create a pseudo-
intellectual-social connection of a specific kind with the participant. But
instead, the images determine to a certain degree which the spectator is (e.g.,
male, inferior to the participant depicted, etc.) and thereby exclude audiences.
Size of Frame and Social Distance
There is a second dimension to the interactive meanings of the
images linked to the ‘frame size,’ the choice between the close-up, medium
shot and long shot, and so on. Like image-producers in portraying person or
quasi-human actors, one must choose whether or not to help them feel as a
viewer. So they need to ensure that one may choose to represent them as
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near or far from the viewer – and it also extends to the depiction of objects.
Like the option between the ‘offer’ and the ‘demand,’ the possibility of
distance may imply different relationships between the participants portrayed
and the viewers.
In day-to-day contact, social interactions decide the distance (literally
and figuratively) that people hold from each other. Edward Hall (1966) tells us
that people bring a collection of invisible barriers within which one allows only
certain types of people to come. The position of these invisible boundaries is
determined by the arrangement of sensory potentialities – whether or not a
certain distance enables the people to smell or touch the other person, for
example, and how much of the other person can see through their peripheral
(sixty-degree) vision.
Close personal distance is the distance one can keep or grasp the
other person; thus, the distance between people who have an intimate
relationship with each other. Non-intimates cannot get this person because
they will perceive it as an act of violence. Far personal distance is the point
that extends from a location that is just beyond the simple touching distance
of any individual to a point where two people can reach their fingers if they
both extend their arms. The distance at which subjects of personal interest
and participation are addressed. Close social distances starts just beyond this
range and is the gap at which ‘impersonal business happens. Far social
distance is ‘the distance to which people travel when someone says ‘Stay
away from so I can look at you’ – ‘business and social contact at this
distance has a more formal and impersonal nature than in the near process.’
‘Public gap,’ eventually, is something more than that, ‘the difference between
people who are and are to remain strangers.’ These judgments relate, of
course, within the context of a specific culture, and Hall mentions several
examples of the misunderstandings that can result from the intercultural
discourse. Differences in distance understanding.
Patterns of distance may become traditional in visual genres. In
current affairs news, for example, ‘voices’ of the various class are generally
presented differently: the camera ‘moves in for broader close-ups of subjects
who express their thoughts, while the set-up for the ‘expert’ is generally the
same as for the interviewer – the breast pocket shot.’ Both types of ‘status
participants’ seem to be ‘nominated’ (their names appear on the screen in
superimposed captions) and ‘have their efforts framed and summarized.’ In
other words, distance is used to indicate reverence for authorities of different
kinds, both on television and in face-to-face encounters.

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Figure 34. Greta Thunberg as the cover of Time Magazine

Figure 15 represents the image from Time Magazine of Greta

Thunberg, a 16-year-old Swedish environmental activist. Thunberg’s entire
body picture is represented by the journal, one of the Next Generation
Leaders, and in one issue of the same journal, it is represented as Time’s
Person of the Year in 2019. As the frame’s size is typically described
regarding particular parts of the human body, photography beginners are
often at a loss as to-terms to describe images of objects and landscapes. The
social distance is realized in English by permutations in the formality of the
style. If such a definition is to be used in Figure 15 to analyze written texts
describing Thurnberg, it can be shown that there are limited terms used to
convey enough concepts to be understood by the reader. TIME Magazine
meets its readers adequately that they use the formal rule of grammar and
word use. The phrase is perfectly simple, the ideas are clearly articulated, and
the colloquialisms are out of place; hence, the formal language is used.

Power in Multimodality
How is power realized in language? Here again, one needs to consider
the difference between face-to-face communication and indirect
communication. For example, in the classroom, influence manifests itself first
and foremost in the relationship between teacher and pupil. As shown by
Cate Poynton (1985), power is primarily realized by the discrepancy between
the linguistic forms that teachers can use and the linguistic structures that
students can use. In other words, by the lack of reciprocity in the relationship
between the options available to each group. Teachers may use first names
when addressing their students; students may not use first names when
addressing the teacher. Teachers can use imperatives to 'ask for goods and
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services;' students will have to use respectful forms, such as questions. This
lack of exchange impacts every level of language: phonology, grammar,
vocabulary, discourse, and conceptual, interpersonal, and textual meanings.
Suppose there is some question of power relations between the participants
portrayed and the students in face-to-face contact. In that case, this results
from the power relationship between the teacher and the students. This is
also the case in literature, not only because in writing – as in mediated
contact in general. The absence of a writer has induced from the beginning, a
profound lack of mutual recognition (you cannot speak to the writer again),
but also because the writer and the reader are also different in a variety of
other respects.

How Emerging Technologies are Designed and Used to Reshape

Information and Practice

Figure 35. Star Wars poster for educators (eduwells.com)

The architecture of emerging technology is reshaping information in

learning contexts. Consequently, how forms of representation and
communication appear on the screen are still related to the page, current, and
past. The page is continuously influenced and reshaped by the possibilities of
the screen.

A. Reading: Multimodal Texts

Graphics is a component of textbooks and learning environments,
from illustrations in published textbooks to classroom posters. Electronic
texts, internet resources, DVDs, online communities, and simulations extend
the role of visuals in learning materials and other communication materials or
multimodality. This increasing use of pictures in digital texts has a significant
effect on the way people, events, and other concepts may be described in
various social contexts. The photos fill the characters, the relationships

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between them, and their environment by what they wear, their expression,
their look, their motion, and body movement, their mood through the use of
dark or bright light and color. Multimodal reshapes to give voice to the
characters and action, which does not present knowledge in a book. The
degree of multimodal character representation in such text emphasizes the
significance of participants in a story.
In digital texts and settings, graphics are at the center of writing with a
powerful, engaging feature in itself. The genres and traditions of multimodal
texts are reasonably accessible that readers can generate new possibilities to
create and understand messages from the different routes and paths of
texts. Writing and reading are considered a crucial matter in the multimodal
environment.
Reading involves the use of various modes. It allows different access
to information, various possible meanings: each carries other explanations
with the potentials to express emotion and influence. Reading a digital
context requires the interpretation of meanings, values, and standards for the
design. Thus, the designer's choice of mode and reader can be seen as a
choice of level, information, or interaction form. It also allows people and
readers to add a range of links to their discussion. For example, in the case of
digital animations that are used in all classroom oral presentations, students
navigate to choose the best images in a modally different way. Several
students gather all the music files, momentarily turning the oral presentations
into a lively discussion. Others follow the conversation in the form of a video
on YouTube channels, immediately reconstructing the discussion with a
rather informative report.
A common feature in the digital text is the layering of information by
hyperlinks and the structuring of digital text pathways. The organizational
structure visually represents the need to transition between learning and
connecting to different knowledge or experience sources. If used in academic
settings, students can engage with digital projects such as Podcasts, Public
Service Announcements, technological and non-professional articles, posters,
and infographics in various social contexts. Modal services are structured
differently in these multiple domains/layers, and this multimodal organization
suggests that the student must engage in two different forms of interaction.
First, the environment constructed through the visual, at the level of the show,
demands students' creative dedication – hypothesizing and planning; in the
second place, the domain being built at the language level requires a
commitment to empirical knowledge performance.
The ideological belief that people, students, and those in the
business and professional world can switch around them is embedded in the
digital text's multimodal harmonies. It is favorable to the students since it
enables them to make new connections across stages, objects, and other on-
the-job environments to navigate pathways. These pathways can be graph-
sequential, non-sequential, or several non-linear processes that disrupt the
concept of systematic left-to-right patterns. Multiple paths can be seen in
earlier programming language examples and answer threads on YouTube and
other social media. The reader's job is to render coherent texts in a potentially
inconsistent space. This role reads digital texts as a process of connecting,
rearranging, and changing spaces and elements: a fluid and complex process

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that blurs the boundaries between reading and writing. Multimodality

provides a means of exploring and comparing these dynamic allocations.
B. Writing: Multimodal and Digital Interface
Writing as a discipline changes dramatically by emerging technology. It
moves far beyond the immediate impact of word-processing functionality on
writing (e.g., spell-checking, editing, and formatting tools) to the visual and
interactive character of writing in virtual communities. The new image,
screenwriting configurations, and the changing relationship between speech
and writing are also transformed.

Figure 36. 103-year-old Whang Od, the last Filipino to preserve the ancient tattoo tradition (Julija
Svidraitė, 2020)

Young people use their cellphone resources to bring together images

and words in interesting, unsettled combinations. It is essential to understand
and apply the communicative potential of the different technologies.

Figure 37. Megan Young delivers her talk on Who I want to be at TEDxXavierSchool
(youtube.com)

There are increasingly diverse ways of using 'spoken-writing' as a

modal resource across a wide spectrum of digital environments. For example,
the use of speech in a digital environment is heavily affected by technology's
multimodal and technological characteristics. The use of pictures is also
prominent in student work, with clipart, digital photos, and short videos
created by students or found on the internet. This also reconfigures the
outcome of every person in the workplace, not just among students and
teachers. Various temporal and spatial dimensions of digital technology have
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been identified with consequences. One of these is to pack information into

bitesize chunks that are linked to other fragments by layout. Modularization
of communication is a radical transition that affects all media and a more
general shift in disseminating news through a range of media outlets,
including mobile phones. It also motivates a popular answer to the
management debate on the effectiveness and tension of evaluation and
concerns about student attention span and participation. This reshaping of
knowledge into small units structures how young people and professionals
interact in the modern world. These improvements in the digital learning
world allow new options for all but must be handled carefully to not
compromise the quality of communication or knowledge dissemination.
Communication tools have changed dramatically over the last decade,
bringing music, pictures, and videos to our daily repertoires. Almost all people
worldwide have access to the Internet, and they regularly hold cell phones
with digital cameras, videos, and digital audio players. These developments
also increased the multimodal tools available to students, multiplied the
reading pathways to be navigated, and initiated the process of re-mixing and
redesigning communication modes. They raise questions about the type and
functions of writing and picture in the classroom and highlight the challenge
of digital writing and critical thinking skills on the use of multimodality.
Information is perceived and learned – the choice of communication
modes, and technologies is the key to understanding information formation.
In this lesson, using these modal tools and emerging technologies might
influence communicative practices in today's world's multimodal
environment. In particular, the ability to explore the visual, body, and
embodied forms and contextual modal resources to understand how new
technologies are reshaping knowledge and communication strategies.
No one knows what will happen to the new technologies and how they
will grow over the next decade. However, as the effect of information
functionality declines, people can see the integration of costly forms of
interaction – such as eye-tracking and gesture-based interaction. All can see
new functionalities, new ways of interaction, and new full-body digital
technologies and experience. The potential of multimodal interaction with
digital technology will gradually increase and grow, and this is a good point to
consider multimodality as a very good starting point for the design of
successful communication materials in different social contexts.

Learning Tasks/Activities
Accomplish the following:
1. Conceptualize a “cause-oriented or socio-civic oriented activity,” like
“Dance for Typhoon/Earthquake Victims,” “Concert for people living
with Cancer,” “Run for a Cause,” or “Clean-up Drive,” and so on.
2. Make a design invitation for people/audience to join this cause-
oriented or socio-civic oriented event.
3. Use at least three of the following modes for the invitations: e-mail,
social media forms (Facebook, Twitter, etc.), and print media.
4. Be sure to indicate all necessary details or information the audience
needs to know.
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5. Refer to the rubric below for the evaluations of your output.

Table 1: Learning Rubrics

Set
Criteria
Rating
Text or message portrayed:
a. Content: Do/es the text/s convey the gist of the
10 points
piece?
b. Context: Is the situation/condition established?
10 points
Does it have background information as a basis?
c. Writers and Purpose: Do the writers’ interests and
orientations complement their 10 points
purpose/motivation?
d. Audience: Is the piece aptly produced for its
10 points
audience?
Visual – Technical Aspects: (lines, shapes, forms, color,
space, principles, balance and harmony, pattern,
proportion, emphasis, contrasts, movement, rhythm, unity, 30 points
and perspective) complement create a
beautiful/intelligible visual display?
Multimodal Choice – Does the multimodal choice
justify/facilitate the sending and perceiving of the intended 30 points
message?

Take Note: Printscreen your output, attach it on MS Word, and

e-mail it to your instructors/professors.

Assessment
Respond to the question below. Write your insights on a bond paper.
What realization(s) have you made while focusing on multimodal
content?

Module Posttest

True or False. Write the word TRUE if the statement is correct. Otherwise,
write the word FALSE on the line.
__________1.Multimodal approach cannot elucidate to analyze power
structures.
__________2. Multimodality contributes to the detection and advancement of
emerging technologies such as digital resources.
__________3. There is a significant contribution to existing research methods
for the collection and analysis of social research data and
environments.

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__________4. Digital reshaping of voice do not shape the non-digital use of

voice.
__________5. The use of digital technologies draw more attention to how
technologies reshape modal practice.

References and Additional Resources

de Guzman, R. (2020, April 15). PNP, PCW urged to protect women, children
from domestic abuse amid COVID-19 quarantine. Retrieved from
https://ph.news.yahoo.com/pnp-pcw-urged-protect-women-
075828930.html
Goldstein, S. (2016, March 4). Do you love to learn? Reflections from middle
school students. Retrieved from https://www.pearsoned.com/do-you-
love-to-learn-reflections-from-middle-school-students/
Jewitt, C. (2013). Learning and communication in digital multimodal
landscapes. Image Data Group.
Kress, G., & Theo, L. v. (2013). The Semiotic landscape: language and
communication. In G. Kress, & L. v. Theo, Reading Images: The
Grammar of Visual Design (pp. 16-44). New York, New York, USA:
Routledge.
Kress, G., & van Leeuwen. (2006). Reading images : the grammar of visual
design. Routledge.
Lathan, J. (2020, 08 09). Complete Guide to Teacher-Centered vs. Student-
Centered Learning. Retrieved from
https://onlinedegrees.sandiego.edu/teacher-centered-vs-student-
centered-learning/
straitstimes.com. (2016, March 28). Philippines is still poor: Philippine Daily
Inquirer. Retrieved August 9, 2020, from
https://www.straitstimes.com/asia/se-asia/philippines-is-still-poor-
philippine-daily-inquirer
The New London Group. (1996). A pedagogy of multiliteracies: Designing
social futures. Harvard educational review, 66(1), 60-93.
Valencia, J. (2016). Meaning-making and communication in the multimodal
age:ideas for language teachers. Colomb.Applied Linguistics.J. 18(1),
98-115. scielo.org.co/pdf/calj/v18n1a08.pdf.

Answers to the Pre-test

1.FALSE 2. FALSE 3.FALSE 4.TRUE 5.TRUE

Answer to the Post-test

1 FALSE 2. TRUE 3. TRUE 4. FALSE 5. TRUE

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Module 4:
Communication Aids and
Strategies Using Tools of
Technologies
Module Overview

People live in a society where many of our daily acts rely on complex but
accessible knowledge. For example, when a person needs simple, easy-to-use
instructions when installing a new gadget, such as a smart TV, DVD player, or
Wi-Fi router. From financial markets to courses online to business meetings,
many everyday life areas are influenced by technology, and we rely on
accessible technological knowledge. This module features the importance of
using technology and properly utilizing online platforms, like e-mails and
interoffice memos, for personal and business correspondence.

Module Pre-test

True or False. Write the TRUE if the statement is correct, and write the word
FALSE if the information is wrong. Write your answer on the line.

__________ 1. Social media is nevertheless a strong channel for an open diary.

__________ 2. Writing in a digital world requires simple concepts and a proper
compositional structure.
__________ 3. Digital writers need to know when we are permitted to speak
slang words and formal tones in writing.
__________ 4. Writing e-mail requires competence.
__________ 5. Digital writing offers an incentive for online authors to share
payments.

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Lesson 4.1: Digital Revolution: Why

Writing Skills Matter More Than Ever

Lesson Summary
People convey their ideas through verbal and non-verbal communication.
With the presence of technology, the process of communication is no longer
exclusive to the tri-media. These days, different social institutions use the
best technology to reach their audience, requiring choosing the best people
with good communication skills. These ideas are common in the professional
industry, as well as in different social institutions.

Learning Outcomes
4. Define how solid communication skills will improve one’s career
prospects and help professional success in today’s challenging
digital-age workplace; and
5. Present clear, coherent ideas with the appropriate language register in
specific social contexts.

Motivation Question
Victor Urbach, a Management Consultant, said, “Communicating clearly and
effectively has NEVER been more important than it is today. Whether it’s fair
or not, life-changing critical judgments about who you are based solely on
your writing ability.” What do you think is the idea behind Urbach’s concept of
clear communication?

Discussion
Living in the Digital Age
The Internet and technology have
“Communicating clearly and
transformed the world of work. They
effectively has NEVER been more
work together to send messages
important than it is today.
instantly to distant locations to reach
Whether it’s fair or not, life-
potential audiences with minimal
changing critical judgments
expense and effort. With the advanced
about you are being made based
technology and the internet, they have solely on your writing ability.”
both intensified the different social
media platforms that have been useful in
sending and receiving messages from
-Victor Urbach, Management
other parts of the globe. With the
Consultant
strengthened hyper-connected world,
writing your thoughts matters more than anything else. Take note that you are

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not the only person reading these words on social media; rather, millions of
people from across the countries. These days, the digital media necessitates
more written communication, and workers’ abilities will always be said as
references.
The emergence of technology and the internet are significantly
changing the digital world. There is an increasing application of smart
electronic devices. The messages that they are receiving are getting shorter
with faster response time. The majority of us have one social media account,
such as Facebook, Twitter, or Pinterest, which transformed singular-on-one
communication conversations around communications one–to – many.
Social media have excessively revolutionized that we can stay in contact with
friends and family.
In many corporations, desktop computers are being replaced by
smaller laptops, netbooks, smartphones, tablets. Access to data to these and
other mobile devices and applications is stored in the cloud, not on individual
computers.
Moving to newer media, you will learn about the on-site functions of
instant messaging, text messaging, podcasts, wikis, corporate blogs, and
social networking sites. Understanding these workplace technologies and
best practices can save you time, reduce blunders, and help you excel as a
professional.
Good Correspondence Skills as a Requirement for Employment
One of the entry-level requirements in the world of job-seeking is
having solid communication skills. This skill is essential in the competitive
world. Besides, the current work world desires to hire people who can express
clear ideas in all communication modes. Also, employers prefer to employ
prospective applicants with a broader range of skills. These include computer
programming basics, good writing skills, and higher knowledge levels in their
chosen field. According to one of the American corporations' surveys, two-
thirds of their employees have some writing responsibilities. However, about
one-third of them do not comply with the written criteria for their roles. What
makes writing skills too important when we can just utter to them our ideas?
Well, not all people can tell the same thing. We all have different ways of
saying things and modes of expressing our ideas. Experts say that many
listings mention the need for excellent oral and written communication skills.
Guffrey and Loewy (2016) consider hiring prospective employees to be
abreast with the writing techniques using technology. So here are some ideas
that we must consider when writing:

A. Techies write too. Writing an e-journal on your blog or your wall over
Facebook surely needs to have a good impact so that people will not
judge you with a bad taste in writing. In other words, strong
communication skills are always necessary, no matter what
professional industry you belong to.

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Figure 38. Misspelled words in a post (https://img-9gag-

fun.9cache.com/photo/an5W49z_46
0s.jpg)

The same book mentioned that approximately 1,400 chief financial

officers sponsored assessing their employees' communication skills.
The evaluation revealed 75 percent said that verbal, written, and
interpersonal skills are more critical today.
Similarly, a survey among web professionals showed that employees
with writing and copy-editing skills were far less likely to have their
jobs sent offshore.
Another survey conducted by the Society for Information Management
revealed that network professionals prefer to hire job applicants with
good written and oral communication skills among the top five most
desired skills for new-hires.
B. Business Generates a Wide Range of Messages. Different business
establishments these days have been using electronic business
transactions for more than a decade now. Within the organization,
executive officers and other departments send and receive different
memos, announcements, and other necessary documents through
social media platforms and on the intranet within their area. Below is
an example of intranet instant messaging in an organization.

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C. Writing is in Your Future. Every profession requires an individual to

engage in writing, either electronically or with paper and pen. You see,
regardless of what career path you choose, there lies a need for you to
master the art of writing. Although some people cannot achieve this
overnight, the reality is that this is a fadeless requirement. The birth of
electronic mail and other digital media have become an essential
passage of communication today. However, we have to be precise,
clear, and professional.

Figure 39. Instant messaging in VSU powered by an intranet (Personal Correspondence)

D. Employers Want Professionalism. There is always a need for every

professional to bear competence. Adherence to professionalism is an
essential “soft skill” aside from the technical skill that you possess.
When we say “soft skills,” this refers to your communication abilities,
your relationship with your peers, your ways of solving problems, your
morale and ethical decision, most of all, your bearing to diversity.

E. Your Education Drives Your Income. In one of the business articles

published by the Philippine Star on October 5, 2017, only one in three
Filipino college graduates is "employable," suggesting that 65 percent
of Filipino graduates do not have the right skills and experience to
qualify for the jobs. While it is true that some college graduates are
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employable these days, research does, however, point the other way
around. With the same post, 60,000 new graduates from more than 80
colleges in the Philippines need to work on their language, cognitive,
behavioral, and functional skills.
According to the Philippine Statistics Authority’s (PSA) reports dated
January 2019 Labor Force Survey, 20.9 of the unemployed were
college students, 8.2 percent were undergraduates, and 28.2 percent
have completed their junior high school.
Table 2: Results from the January 2019 Labor Force

Philippines January 2019 January 2018

Population 15 years and over (in 000) 72, 524 70, 897
Labor Force Participation Rate (%) 60.2 62.2
Employment Rate (%) 94.8 94.7
Unemployment Rate (%) 5.2 5.3
Underemployment Rate (%) 15.6 18.0
Table retrieved from Philippine Statistics Authority

Estimates for January 2019 are preliminary and may change.

In some parts of the world, a college graduate has a tremendous
advantage to earn more, suffer less unemployment, and choose
various career options than workers with no college education.
College graduates have access to the highest-paying and fastest-
growing careers (Guffey & Loewy, 2016).
F. Meeting the Challenges of the Information Age Workplace. Business
people these days see the advantage of someone who possesses
good business communication skills. With the different trends on
social media platforms, the flattened management hierarchies, global
competition, and a renewed emphasis on ethics, a new-hire should not
miss these things into their minds to win such employment with
sound professionalism skills.
Guffey & Loewy (2016) share some ideas on how to communicate
professionally. These are represented in the table below.
Table 3: Projecting professionalism when you communicate

Mode of
Unprofessional Professional
Delivery

Uptalk, a singsong speech

It is recognizing that
pattern, asking sentences
your credibility can be
which sound like questions;
Speech habits seriously damaged by
“like” used as a filler; “go” for
sounding uneducated,
said; slang; poor grammar,
crude, or adolescent.
and profanity.
Messages with incomplete A message should bear
E-mail
sentences, misspelled words, subjects, verbs, and

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exclamation points, IM slang. proper punctuation

Mindless chatter and sloppy marks. Employers
messages signal that you dislike IM abbreviations.
don’t care, don’t know or They value conciseness
aren’t smart enough to know and correct spelling,
what is correct. even in brief e-mail
messages and texts.
E-mail addresses should
E-mail addresses such as include a name or a
[email protected], lively, business-like
Internet
[email protected], expression; they should
or [email protected] not sound cute or like
chat room nickname.
An outgoing message
An outgoing message with
that states your name or
strident background music,
Voice mail phone number and
weird sounds, or a joke
provides instructions for
message.
leaving a message.
A quiet background
Soap operas, booming music, when you answer the
or a TV football game is telephone, especially if
Telephone
playing noisily in the you expect a
presence
background when you answer prospective employer’s
the phone. call.
Using electronics for Turning off phone and
unrelated purposes during messaged notification,
business meetings or Cellular both audible and vibrate,
conversations with fellow phones or use your smart devices
employees, raising your voice tablets only for meeting-related
(cell yell), forcing others to purposes during
overhear your calls. meetings.
Sending appropriate
Sending and receiving text
business text messages
messages during meetings;
only when necessary
allowing texting to interrupt Texting
(perhaps when a phone
face-to-face conversations;
call would disturb
texting while driving.
others).

Learning Tasks/Activities
Create a public invitation to college students and recent graduates to join you
at the Job Interview and Professional Development Lecture, assuming the
announcement is to be shared with social networking media.

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Assessment
Make an expository essay that will discuss the importance of netiquette when
sending a message to your instructor via e-mail. Observe the introduction-
body-conclusion structure, and create a title for your piece.

Instructions on how to submit student output

From: Your Full Name and Address

Lesson 4.2: Preparing Digital-Age E-Mail

Messages

Lesson Summary
Strong business correspondence skills are standard qualifications for
potential employees. This lesson will illustrate short communication forms at
the office, such as e-mails and memos, essential for many organizations.

Learning Outcomes
6. Understand the professional standards for the usage, structure, and
format of e-mails in the digital-era workplace, and
7. Use the appropriate language in writing e-mails.

Motivation Question
In light of the new normal, writing an e-mail or sending a chat or SMS to your
instructor is the most convenient method to communicate with them. What do
you think are the proper online etiquette you can apply to your instructors?
What tone or language register should you use when you are writing an e-mail
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to your professors? Do you believe it is proper to upload a file and click send
right away without a note or message reflecting the purpose of writing an e-
mail?

Discussion
E-Mail: Love It or Hate It—But It Stays in the Organization
Who among us is unfamiliar with e-mails? How many times do you
check your mailbox to see if your professors have submitted anything for your
assignments? Or at least a note on some of the classroom-related issues?
For various interactions within organizations and some letters to
external audiences, e-mail has replaced paper memos. In addition to
accessing e-mails in the workplace, more and more business people search
their e-mails on mobile devices. Since you should expect to use email
extensively to communicate at work, it's smart to learn how to do that
expertly.
E-mails may also be ambiguous and poorly written. Too many texts
are distracting people. The average worker currently receives 11,680 e-mails a
year. Some of these messages are unnecessary, like those that confirm
receipt of a statement or express gratitude. The use of "Reply Everything"
adds to the inbox, irritating those who need to plow through hundreds of
identical messages. Others erase the distinction between work and home life.
They feel urgent to be available 24/7 and immediately reply.
Even e-mail senders also do not know how harmful e-mails can be. E-
mail files also leave traces on servers inside and outside organizations the
following deletion. Messages are backed up on other servers, too, making
them traceable and recoverable by forensic experts. Long-forgotten texts may
become critical evidence in court cases. Even writers with absolutely nothing
to hide will think about what might come back to haunt them. Your best bet is
to put nothing in an e-mail that you would not post on the door of your office.
Similarly, be sure you know the e-mail policy of your organization before you
send any personal messages.

Personal and Business Correspondence

Cambridge Academic Content Dictionary defines correspondence as
the act of communication between two or more parties by exchanging letters.
It may be hard copy as in hand-written, type-written, or encoded, or electronic.
There are two kinds of correspondence: personal and business
correspondence. Since both of them are correspondences, they both involve
sending and receiving letters. The main difference between these two is the
content's subject matter and the approach or degree of formality.
Personal correspondence includes sending a letter with intimate or
casual material. Of course, the letter's portions are still followed, but the
personal correspondence complies less strictly with the letter-writing rules.
You may also use the casual or intimate language register to write the
contents. Examples of personal correspondence include, but are not limited

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to, a letter of friendship, a letter to one's relatives living abroad, and a letter of
love.
Business correspondence is formal and professional in both content
and approach. Contrary to personal correspondence, business
correspondence is stricter in observing the letter's parts and articulating the
content. Know that the recipient may be very close with a friend since grade
school, for example. However, you may write him a formal letter. Examples of
business correspondence include: writing an application letter, a letter of
approval asking the research participants if they are willing to participate in
the research, e-mail to your instructor or colleague, and other similar
examples. The relationship between the sender and the receiver does not
affect the nature of the correspondence. Even though your receiver is a friend
since grade school, for example, you may write him a formal letter asking him
if he is available to collaborate on research.
The rules of letter writing shall bend in the form of personal
correspondence. Your friend or partner may forgive you if you submit a
cheesy greeting like, "My best friend in the world," or a complimentary near
like, "Your now and forever." Some letter sections may be considered too
formal if written in a letter to your parents, such as the inner address.
However, one must note that in business correspondence, one must be
rigorous in including the necessary parts of a business letter and disciplined
with the use of language.

Quick and Easy Steps in Composing a Formal E-mail

Everyone can create and send e-mails. It is not hard to type a few
words that you want to say, upload a file, and click send. For personal
correspondence, like when you are e-mailing with your family members, this
process may work. However, when you are submitting an assignment to your
instructor or writing to your prospective employer, writing e-mails may not be
as simple as that.
What people seem to forget is that e-mails are letters too. Because e-
mails are electronic, people would believe that writing the content
immediately and clicking send would do the job. Sure, this practice may be
acceptable if you are emailing your family members or friends. However,
suppose you are writing an e-mail to your instructor, which I know you have
already been doing because of the new normal; in that case, observing
netiquette and online etiquette is very important. In writing an e-mail, one
needs to follow the letter's parts and use the appropriate language and
approach for the content.
For business correspondence, you can apply some easy steps to help
ease your recipient with access to your e-mail and boost how your recipient
perceives you.
See the image in Figure 21, and study the parts of an e-mail listed
below.

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2
3
4a 4

5
6

Figure 40. Sample e-mail (Retrieved from Personal correspondence)

Legend:
1. Subject line
2. Recipient’s or recipients’ e-mail address
3. Salutation
4. Content/Body
4a. Greetings
4b. Closing statement
5. Complimentary close
6. Signature line

Step 1: Input the recipient’s correct e-mail address. The first essential step
and must be done correctly. One should be sure that the e-mail address of the
recipient is correct and active. Some people may feel the need to have two or
more e-mail addresses. They may create a dummy e-mail address in addition
to their personal and official e-mail address. Inputting the correct and active
e-mail address of the recipient is a necessity. Failure to do so may incur the
failure of the receipt of the e-mail.
Step 2: Writing the subject line. One common mistake that people make
when sending a formal e-mail is that they forget or, worse, ignore inputting
the subject line. If your recipient is a friend, and the content of your e-mail is
personal, failure to write the subject line may be forgivable. But if your
recipient is a person who receives many e-mails a day, putting a subject line
will help him in prioritizing what e-mails to be opened. For our example,
observe the subject line of our e-mail, with the words, “Invitation to LSP
Special e-Lecture (Shirley Dita).”
Step 3: Typing the inside address of the recipient. The inside address is the
part of a letter where you state the recipient's full name, position, company, or
institution the recipient works at and the company or institution's address.
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110 Comm11: Purposive Communication

This part is considered optional for many types of e-mails. However, when
you are trying to market yourself when applying for a job, you may impress
your prospective employer by observing this formality. The recipient may
believe that the sender has researched the recipient's details or someone who
has good formal correspondence skills. The proper format of writing the
inside address is Name of the recipient with his appropriate title <enter>,
position <enter>, name of company or institution he is working at <enter>, and
the company or institution’s address. For example:
Mr. Alfred Amorsolo
Instructor, Department of Liberal Arts and Behavioral Sciences
Visayas State University
Pangasugan, Baybay City, Leyte
Step 4: Salute your recipient. The part of the letter where you say, “Dear
Mr./Ms. …” is what we call as a salutation. It is important to note that saying,
“To whom it may concern,” is considered inappropriate for some types of
letters. As much as possible, the writer should avoid using this salutation and
take some time to research on the recipient's name. The format to employ
when writing a formal letter is to write the Dear (only if you want to) and
typing the title (like Dr., Engr., or Atty.) with the recipient’s family name,
followed by a colon (:). It is appropriate to use the colon instead of a comma
for formal correspondence. For personal correspondence, you may write, “To
my loving mother,” “To the fairest of them all,” and other similar salutations,
followed by a comma. Given the previous example, you can write either “Mr.
Amorsolo:” or simply “Mr. Amorsolo:”
Step 5: Begin by greeting simply. While there are types of e-mails that do
hold the necessity of the greetings, it is simply considered courteous for a
sender to greet the recipient. Saying a simple greeting line like, “Good day!”
may tell the recipient of the sender's politeness.
Step 6: Introduce yourself. You need to establish two things in your
introduction: (1) introduce yourself properly, and (2) state the purpose why
you are writing the email. After the greetings, one thing that people would
tend to forget is to introduce themselves properly. If it is your first time
writing to your recipient, introducing yourself is a must. If you have
corresponded with your recipient before, you may no longer need to introduce
yourself. Still, it is always a nice gesture to remind them of your association
or previous correspondence with your recipient. Introducing yourself does not
only mean stating your name, although this is a fundamental step. It also
includes stating the company or institution you are affiliated with, stating the
course, schedule, and offering number if you are writing to your instructor.
Another thing you need to include in the introduction is why you're writing an
email. For example, you might say, "I am Alfred S. Amorsolo, and I am one of
your Comm 11 students in your 8:00-10:00 (M002) class on Monday. I am
writing this email to ask about the deadline for class events.
Step 7: Be as concise as possible with the main body. Assuming that your
recipient is a busy person and has many e-mails to read each day, being
straightforward with the content will help your recipient save time. Of course,
you should note that the message should not be compromised in the attempt
to achieve brevity. It is advised not to be too wordy as needed; however, there
must be the necessary details.
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Step 8: Say a graceful goodbye. The closing/concluding statement is a part

of your content where you say certain words in the last part of your letter.
This part may not be noticed by your recipient when they are saving time in
reading your e-mail. However, some e0mails are too important that the
closing line should not be neglected. In sending your job application letter,
some prospective employers study how you write your e-mail. It may tell them
how responsible and excellent you are in online correspondence. Thus,
creating a formal closing statement is an integral part of the process of
creating your e-mail. For example, you can say in your letter of apology,
“Thank you very much for taking the time to read this letter. I understand and
admit that it is my fault. I have reflected on my mistake and have realized the
importance of (insert content). I promise that this behavior will never happen
again. I am earnestly asking for your consideration.”
Step 9: The sincerely yours part. This part is called the complimentary close.
Note that complimentary closings are acceptable in personal correspondence
but are considered too casual or intimate for business correspondence. For
personal correspondence, you may use “Sincerely yours,” “Truly yours,” “Your
son,” “Forever lovingly yours,” and other similar lines. For business
correspondence, you are only limited to “Respectfully,” “Respectfully yours,”
and “Very respectfully yours.” Of course, the complimentary close is followed
by a comma.
Step 10: Signature line—All caps or not? The signature line is where the
sender types his full name and his position beneath the title. It is called the
signature line because, in a hard copy letter, this is the part where the sender
affixes his signature. Note that it is vital to attach your signature in hard copy
letters. In electronic messages, including e-mails, there is no need to affix
your signature. However, there are still companies or institutions that require
you to connect your e-signature. Now the question: Should you write your
complete name in upper case letters for the signature line, or not? The answer
depends on the necessity of affixing your signature. If you need to attach your
signature or e-signature, you must write your complete name in upper case
letters. Otherwise, you can write your name in a typical case.

Learning Tasks/Activities
Suppose you are asked to send a letter of inquiry on the enrollment schedule
for the second semester of the school year 2020-2021; how will you say it via
e-mail?
For your submission, please do the following:

1. Print screen the contents of your message.

2. Paste the image on MS Word, and save the file.
3. Submit your saved file to your instructor.
4. Observe the proper procedures in sending an e-mail.

Page 111 of 201

Read the thesis of Marcel Robles on soft skills at the workplace. You can
access his work using the link below.
https://www.researchgate.net/profile/Marcel_Robles/publication/258126575
_Executive_Perceptions_of_the_Top_10_Soft_Skills_Needed_in_Today's_Work
place/links/56095e8908ae4d86bb11d036/Executive-Perceptions-of-the-Top-
10-Soft-Skills-Needed-in-Todays-Workplace.pdf

Assessment
Directions: Read the situation below and write your response on a bond paper.
Suppose you wish to apply for an open post to the Special Program on
Employment for Students in your Local Government Unit; how will you express
your desire to take advantage of the program via e-mail?

Lesson 4.3 Social Media

Lesson Summary
Today, people stay close to each other through one-way communication, two-
way communication, and three-dimensional virtual communication. The
technical effectiveness allowed cyberspace contact to provide the intimacy
and immediacy of live face-to-face interaction. Facebook, the blog, and the
virtual social realms redefine communication by enhancing the medium and
transforming it into a genuinely democratic material.

Learning Outcomes
At the end of the lesson, the students should be able to:
1. Understand the purpose of the social media network;
2. Recognize further use of social media as a worldwide phenomenon;
3. Learn about the various ways of social media; and
4. Know how social media shift the definition of communication.

Motivating questions
Why do you think we need to use social media every day? Or is there a need
for all of us to use social media?

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Discussion
People communicate using whatever means they have — images or
words. Even Caveman, our ancestors of the Bronze Age, used social
networks. Cambridge scientists say that they have found a pre-historic
version of Facebook used by the Bronze Age tribes to communicate with
each other. According to their study of thousands of images scrawled across
two granite rock sites in Russia and Sweden, 'sites were like an archaic
version' of social networks. Users shared thoughts and emotions and gave
approval stamps to other contributors, such as Facebook.'
Bring out the parallels between the sculpted spaces of the Bronze Age
and the modern Facebook forum; Mark Sapwell says, "As today people have
always wanted to feel connected to each other — this was an expression of
identity for those very early cultures, before written language." Sapwell points
out, "Like a Facebook status invites comments, rock art invites additions —
how image variations both mirror and reinterpret act as a kind of call and
response among different packs of hunter across hundreds even thousands
of years.
Presently we encounter many other modern technological terms, such
as web, internet, serfete, blogging, etc. Except for the younger population who
are quite advanced in the usage of modern internet-based electronic devices
and applications, only a few older people are familiar with these terms and
definitions.
Understanding Social Media
The term social media was introduced in 2004, following the
development of the Usenet (in 1979) and other social networking sites, such
as My Space (in 2003) and Facebook (in 2004). To better understand social
media, we must first discuss Web 2.0 (in 2004) and user-generated content.
Web 2.0 defines a modern way of using the world wide web as a medium for
all users to continually develop, release, add and modify content in a
participatory and interactive manner; the individual initiator of the message
(content) and subsequent respondents to it.
The following social media elements expand interpersonal contact's
context and complexity as the fastest forming medium for collective opinion.
• Engagement is the answer.
• The recipient also generates material.
• The social message is the total of all forms wherein the
participants support the content's production by providing their
responses and comments that change the content in its overall
shape.

This concept of continual transactional contact and content

production by message readers has created the image of user-generated
content (UGC) that can be seen as a sum of all how people use social media.
The view points out that social media is a networking site that recognizes
people who are already part of an extended social network. In other words, its
distinctive characteristic is that people do not merely "network" to

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communicate with new friends but to retain pre-existing structures to meet

and speak to people who have similar interests and views.
Attributes of Social Media
According to the Organization for Economic Companies and Growth
(OECD, 2007), the UGC should have the following three characteristics to be
regarded as part of the social network:
1. It should be published either on a publicly available website or a
social networking site available to a particular group of people. As
a consequence, UGC leaves out content shared in individualized e-
mails or instant messages.
2. Second, it should mean that some kind of innovative effort has
entered through its generation. It merely means reproducing
existing content, for example, by publishing a copy of an article
posted in a magazine or newspaper on a personal blog without
any feedback or modifications that would not be considered to be
UGC.
3. Third, and finally, any material that has been generated from a
commercial market point of view is not considered to be social
material. It should be produced beyond the technical sense of
experience and considerations. For example, posting reviews to
shopping sites contributes to social media if it expresses your
opinion of the product without considering its impact on its sale. It
is an online contribution to the content created by other
consumers of the product.

Classification of Social Media

The variety of modern forms of social networking sites such as
Facebook, YouTube, Wikipedia, LinkedIn, Twitter, and other immersive social
worlds, are all objectively described in the networking process related to
social media's cultural influence. It is considered easier to define social
media objectively based on its principal component linked to the media itself
and its cultural effect. The two bases of classification are:
A. Social Presence:
Social media vary in the degree of social (contact) presence that
enables users to enjoy as two communication partners. The
richness of the media is closely connected to the idea of social
reality. Social fact implies acoustic, visual, and physical
communication that can be made between the two
communicating partners. Compare, for example, the richness of
social reality. In direct face-to-face contact with the mediated
person through any medium, telephone, or regular mobile
communication. In face-to-face contact, all the negotiating parties
can hear, see, and physically touch each other if desired. Face to
face contact, therefore, gives the connection a high degree of
social presence. Now, compare it to a telephone conversation that
only offers acoustic (voice) communication. Thus, as a social
medium, the telephone maintains a low level of social
presence/contact. Social presence is affected by the familiarity

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(interpersonal vs. mediated) and immediacy (asynchronous vs.

synchronous) of the medium and is predicted to be lower for
moderated (e.g., telephone conversation) than for interpersonal
(e.g., face-to-face and asynchronous) interactions ( e.g., e-mails)
than for synchronous (e.g., live chat) interactions. The higher the
social presence, the more significant the communication partner's
social impact over each other's behavior.

B. Concept of Self-presentation:
The definition of self-presentation notes that "in every kind of
social interaction people want to monitor the perceptions that
other people make of them." They project themselves as they
would like to be viewed by others. Therefore, such self-
presentation is achieved by consciously revealing the desirable
aspects of yourself. The goal is to establish close relationships
with others. People aim to create a personal web page for them.
For example, the urge to present oneself in Cyber page self-
disclosure is crucial in forming close relationships ( e.g., during
dating) or between strangers on a journey.

Social media can also be categorized based on the "degree of self-

disclosure that it needs and the type of self-disclosure it enables."
There are three classifications in social presence/media wealth
and two, high, or low self-disclosure / self-disclosure
classifications. Text focused on content-based applications such
as blogs and Wikipedia have the most deficient social presence
and thus only a relatively simple contact. They are ranked as low
as content applications.

For example, YouTube / and social networking sites (e.g.,

Facebook) make it possible, in addition to text-based
communication, to exchange images, videos, and other types of
media material. Digital social communities and worlds of virtual
games and conflicts are at the highest level. For example, Second
Life, World Of Warcraft. These interactive platforms provide the
illusion of actual face-to-face experiences in an interactive 3-
dimensional reality world. In terms of self-presentation and self-
disclosure, collaborative projects typically score less than blogs
since the former usually concentrates on a particular content area.
Blogs can apply to any element of the material. From a social-
presentation and self-disclosure point of view, 'social networking
sites allow for more self-disclosure than content communities.

Nature and Scope of the Six Types of Social Media

Collaborative Projects
Collaborative initiatives are most democratic as means of
communication. Many end-users may jointly contribute to the
development of content. The category includes wikis and applications
for social book labeling. The difference between these two
applications is that wikis allow users to alter and adjust text-based

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content by adding or deleting any part of the content. In contrast,

social bookmarking applications enable users to collect and distribute
media content. The free encyclopedia, the best example of a wiki
program, is available in almost 230 different languages. Delicious is
an example of a social book that describes the web service as a
shared project. Collaborative project websites appear to be
considered more accurate than a single person's work as knowledge
sources. While anything written on Wikipedia might not be right,
several Internet users mentally accept it as real since it is the world of
a few partners, not a single Internet user. For example, Pearson uses
Neo's internal wiki platform to exchange information about Neo with
its employees. The current state of its existing ventures, new
technologies, forecasts and strategies, and new concepts that the
vast majority of its workers use.

Blogs

Blogs are the social media equivalent of personal web sites. They're
like personal diaries. A single entity or organization or corporation
publishes on the website — something, comments or personal
opinions on specific information, such as the launch of a new product
or a plan to dissolve a group of social workers, India against injustice.
Hundreds of blogs from other net users are published in response to a
single blog started by a single individual or business, or organization.
The main point is that all blogs are on the same basic theme. Thus,
text-based blogs are typically handled by only one user, but they
provide free opportunities for interaction with others through an
exchange of comments. Blogs are most commonly used by
organizations to notify consumers, shareholders, and staff of their
company's latest developments.

Content Communities

Content communities are used as sharing sites, other media

content consumers such as books via BookCrossing, images via
Flicker, video via YouTube, and Slideshare PowerPoint presentations.
As media platforms, content communities enable organizations to
display press releases and keynote speeches by essential guests to
their employees and other guests.

Social Networking sites

Social networking sites are among the most common software

that netizens use to generate and exchange personal information
profiles with their friends and colleagues. Sites such as My Space and
Facebook are also used to send e-mails and instant messages to each
other. These personal profiles can contain any material, including
videos, blogs, audio files, and photographs.

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Virtual Game Worlds

Virtual environments are channels that recreate a three-

dimensional environment wherein participants may take the type of
personalized simulations and interact with each other as they could in
real life." This form is used in interaction and promotional media,
notably with gamers' communities.

Virtual Social Worlds

As in virtual game worlds, online community worlds, including

the second chance software, enable users to access material such as
clothing, money, or furniture and freely live a virtual life comparable to
their real life. Kaplan and Haenlein agree that virtual social
environments provide businesses with a range of opportunities in
promotional (advertising), communication, Digital Product Sales / V-
Commerce, Marketing Analysis and Human Resources and Internal
Process Management.

Choosing the Appropriate Social Media

To make the most of the advantages of using social media, you need
to know which online applications are ideally suited to your purpose. If you
want to do one of the following things, you should know which social network
you should choose:

• To make new friends

• Remain in contact with your peers Promotes oneself
• Helps develop contacts for work
• Learn the new thing
• Share knowledge and experience with acquaintances and
others
• Be inventive
• To modify the viewpoints of others
• Convey yourself, please
• Listen to the opinions of another person
• Get to know the social environment around you
• Establishing a sense of belonging
• Learn to enjoy yourself
• Keep oneself up to date.

Target Groups
Often, for commercial purposes, consider and research the
target audience's expectations for certain media based on the age audience
and technology exposure. You should select that accordingly.

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Learning Tasks/Activities
Read the question below and respond to it from your perspective. Should
social media be used cautiously because of their immense impact on
people's thinking around the world? Justify your answer.

Assessment
Directions: Read the following statements and write your opinion or answers
on a blank sheet of bond paper. 10 points each
1. What is the main objective of users of social media?
2. Can you maintain anonymity on social media platforms? If yes,
illustrate how you can retain your appearance on social media while
keeping your personal details confidential.

Instructions on how to submit student output

From: Your Full Name and Address

Module Posttest

Directions: Read each statement carefully and determine whether the

mentioned concept is correct or incorrect. Highlight the word that makes the
argument false, and then write the correct word to make the statement
accurate or correct. Write an answer to the line. However, if you think the
assertion is right, just put a check on the blank.
__________ 1. The birth of electronic mail and other interactive media has
become an important part of communication.
__________ 2. Writing an e-journal on your blog or wall over Facebook
requires a positive effect so people will not judge you for poor
writing taste.
__________ 3. Strong communication skills depend on the type of program
and training you study in college or university.
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__________ 4. Since the majority plan to use email extensively to interact at

work or even in school, it is wise to learn how to do it
minimally.
__________ 5 .Social media have the power to shape the mind of the people.

References and Additional Resources

Chaturvedi P.D., & Chaturvedi, M. (2013). Business Communication Skills,

Concepts, and Application. (3rd ed). Pearson.
Guffey, M., & Loewy, D. (2016). Essentials of Business Communication.
Cengage Learning.
PhilStar. (2017, October 5). Only 1 out of 3 graduates employable, study
shows. Manila: Philippine Star. Retrieved from
https://www.philstar.com/business/2017/10/05/1745836/only-1-out-
3-graduates-employable-study-shows
PSA. (2019, March 7). Employment Rate in January 2019 is Estimated at 94.8
Percent. Retrieved from Philippine Statistics Authority:
https://psa.gov.ph/content/employment-rate-january-2019-estimated-
948-percent#:~:text=Of%20the%20total%20unemployed%2C%20the,
high%20school%20(Table%203)

Answers to the Pre-test

1. FALSE
2. TRUE
3. TRUE
4. TRUE
5. TRUE

Answer to the Post-test

1. √
2. √
3. Every individual must adhere to good communication skills, regardless
of which college, university, and program the person focuses on.
4. It should not be a minimum, but each user has to work on it skillfully.
5. √

Page 119 of 201

Module 5: Communication
for Various Purposes
Module Overview

Communication and technology cannot be isolated today. Due to the

advancement of mass media, we have become visually focused. Most days
of this century, we need technology resources to prepare presentations
because of this impact. People expect the use of presentational aids to
include a visual aspect of our voice, efficient and effective written
communication materials. According to Verdeber and Sellnow (2010), the
presentation aids and other communication materials must have the power to
help the audience understand some of our speech points.

Motivation Question

Is persuasion important? If so, how do you persuade people? What tools do

you use?

Module Pretest

Instructions: Read the sentences below. Write TRUE if the statement is

correct and FALSE if the idea is wrong. Write your response in the blank
section.
_____________1. Visual communication requires mystical ideas to attract the
attention of the viewer.
_____________2 Any visual communication needs to be politically driven
throughout all time.
_____________3. Maps, infographics, and other related media of visual
communication require careful preparation before they occupy
public spaces.
____________4. Posters and infographics have the same visual content.
____________ 5.Visual communication is confined to textual information only.

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Lesson 5.1: Visual Communication

Lesson Summary
Assessing or giving objective opinions on a specific piece of work, poster, or
advertising, for example, involves viewers/criticisms to look at the visual
aspect and the text message that stands from a piece of work. It means that
the text and the picture may have different meanings for different people.

Learning Outcomes
1. Recognize the features of visual communication materials available in
the community; and
2. Apply appropriate strategies for effective communication in context.

Motivation Question
Can you still recall some of the technical qualities of a visual display that
were discussed during your High School or Senior High School years? Can
you name some of the technical attributes? Is it possible to create an image
or a text without these qualities?

Discussion
Visual Communication
Visual communication is one of the most potent tools most people
use to interact and exchange knowledge, ideas, and thoughts. It transmits
data using text and symbols or pictures. Visual communication is known to
be the type of communication most people rely on. These include signs,
graphic designs, films, typography, and other examples.

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Figure 41: Motivational poster

(https://www.pinterest.ph/pin/800585271235093048/r)

The interpretation of images is subjective and to understand the depth

of meaning, or multiple purposes, communicated in an image requires
analysis. Images can be analyzed from many perspectives. Images can also
be purposely created to cater to a specific view. Perspectives can overlap
with each other and are unique from person to person.
People in the world today do not settle for less to convey a message
to their target audience. They use the most suitable and practicable
communication method to help them realize their goals, apart from making it
one of the most powerful visual communication materials.
Among the known visual communication materials available in our
community are infographics, process diagrams, flow charts, charts and
graphs, flowchart, visual reports, maps, and presentations. In this lesson, we
will only discuss infographics as one example of visual communication
Infographics
Infographics were used to promote the work of journalists in the
1980s. It can be used to handle newsletters, journals, magazines, and
newsletters. Now the infographics have been asked to say the story
(Siricharoen, 2016).
Changing habits in the modern era requires data and information to be
processed more rapidly and more efficiently. People search for the headlines
and visuals (usually in images, visuals, charts) that draw their attention. They
spend less time deciding whether more reading is worth it. Multimedia
infographics can indeed be created in 3D, making it more aware than
standard descriptive images and text, specifically for challenging and
complex materials. For people who need to communicate quickly, a spoken or
written account; often too challenging to comprehend.
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Data visualizations have been applied in the 21st century to widely

used computer systems, including desktop publishing, website/blog
publishing, and Geographic Information Systems ( GIS). The identification and
interpretation of infographics is a relatively new area of study. With today's
knowledge overflow, infographics help readers grasp and process
information quickly. Strong infographics will tell a story to readers and build
curiosity and lead people to read an article similar to how strong it is.
Newspapers and photos attract readers; however, graphics could easily
convince readers to overlook the report.

Figure 42: Infographics for Flood Preparedness

(https://www.cdc.gov/cpr/infographics/br-floods.htm)

In the flood preparedness informatics study, it is found that a rich

interactive infographic capable of displaying far more digestible information
at a glance than conventional, tabular representations. Essential text material
has been illustrated with well-designed infographics. By just evaluating the
graphics, we can realize the whole concept of the reports. With today's
technology, infographics can also be converted into animated images for the
website's edition. The graphic symbol or icon is defined as the smallest
graphical unit that carries meaningful information. Some of the main types of
infographics based on its usefulness are as follows:

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Statistical based: This type of infographic contains diagrams, maps,

graphs, tables, and lists. Some of the most common features are horizontal
bar charts, vertical column charts, and circular or oval pie charts, which can
be used to review statistical details. These forms demonstrate how the
system operates, the company's authorization lines, the sequential
association. It can also be achieved in an immersive manner.
Timeline based: These processes can typically be featured in cooking
magazines or clarified by infographic recipes. This form of the infographic
can also be used for clarity in factories or office workspaces. It will help
readers understand processes in minimal choices.
Location or Geography based: With extensive use of GIS, maps can
also be considered the best way to display infographics based on geography.
These include symbols, icons, diagrams, graphs, charts, arrows, and bullets.
Many well-known GIS notations have been used to classify highways,
avenues, subways, and services—many familiar icons and symbols for tourist
destinations, hospitals, airports, etc. The scale is also an imperative factor
because all places and landmarks are labeled based on the exact scale or
ratio.
Posters
Posters are a useful channel of visual expression, particularly for
advocacy and awareness-raising purposes. They take up the outdoor venue
as physical objects, seize the eye, and seek the passersby's consideration. As
a circulated and reposted social media, posters take their messages well
beyond the expected or local audience and become powerful resources for
supporting, increasing awareness, and creating resistance communities. In
brief, culturally active posters are "dissident easily identified" (Resnick,
2013)(2013). With the advance technology, anyone can make his poster
design with MS Suites and other available software.
Posters are an interesting medium of art and design because they act
as both a work of art and as a powerful marketing tool. Commonly published
in a medium canvas, posters provide many visual commercial properties to
share eye-catching imagery with a strong statement.

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Figure 43: Wide Eye by Ida Woldemichael

(https://www.washingtonian.com/2020/05/0
7/these-excellent-covid-19-posters-are-both-
beautiful-and-beneficial/)

10 Simple Design Tips to Enhance Visual Content by Column Five

No matter what form of visual content you make, upholding good
design principles is crucial. From color and typography to data design and
proportion, simple tweaks can dramatically enhance your work. If you are
ready to lift your visual content, here are ten basic design tips to bear in mind
(Column Five, 2020).

Color. Using not more than five colors in a single style. Color should be
used judiciously to illustrate essential details.

Typography. Both typefaces ought to be legible and suitable for the type of
communication. Figure out how to pick the best typefaces for your brand for
more tips.

Layout. This presents material in a way that directs readers across a logical
hierarchy. The synchronization of the elements in the layout with each other
will help to preserve continuity.

Callouts. Use callouts sparingly to illustrate important details only.

Space. Keep a large amount of negative space. If there is too much detail in
the layout, the message becomes messy and inconsistent.

Illustration. An illustration is intended to complement tone and subject

matter. Only include if the content is improved.

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Iconography. Icons must be simple, easy to understand, standardized. Know

that they are intended to promote awareness, not to distract.

Data. Do not confuse a reader with several graphs of single data points when
one is necessary. (Learn how to design the most popular tables and diagrams
for further data design tips, plus these 25 ideas to boost your visualization
tool.)

Proportion. The eye may be misleading; ensure that the objects are correctly
measured in the data visualizations to distort the data.

Simplicity. Avoid needless architecture, like 3D graphics, ornamental

illustrations, or extraneous elements. Mind, too, that minimal design can also
be effective — as long as you have a powerful story.

Learning Tasks/Activities
You need to design an infographic material for your learning tasks but not
restricted to one of the following themes.
a. Climate change
b. Healthy lifestyle
c. Environmental Campaign
d. Cyberbullying
e. Time management
f. How to cope with stress in college

*You can draw or layout on the computer your infographic materials.

Assessment
Choose one infographic material, evaluate the content based on the 10
Simple Design Principles for Visual Communication.

Instructions on how to submit student output

There are three ways you can submit your output:
1. Submit through our Virtual Classroom. Please standby for important
announcement about the deadline.
2. You can submit through email. There are many teachers who will be
handling this subject. Make sure to secure the email of your
instructors/professors.
3. Printed Materials (Through Kiosks or Drop-off points). Put your
outputs inside a sealed A4 envelope. Write this information outside
the envelope:
To: Name of your instructor
DLABS, VSU, Visca, Baybay City, Leyte, 6521-A
Page 126 of 201
Vision: A globally competitive university for science, technology, and environmental conservation.
Mission: Development of a highly competitive human resource, cutting-edge scientific knowledge TP-IMD-02
V0 07-15-2020
and innovative technologies for sustainable communities and environment.
No. DLABS-IM-002
For instructional purposes only • 1st Semester SY 2020-2021 127

Comm 11. Module 4 Lesson 1 Output

From: Your Full Name and Address

Lesson 5.2. Using Audience-Centered

Visuals

Lesson Summary
Visuals are relevant in print or digital documents in public speaking and video
tutorials for various reasons: they help readers understand and remember
detailed information; show how things look or work; andshow how things are
arranged or how activities are performed.

Learning Outcomes
At the end of the lesson, the students are able to:
1. Recognize the value of graphics in communication;
2. Decide whether to use graphics on your own or with text;
3.Distinguish between various visual styles;
4. Understand how to choose graphics to suit the audience and intent;
5. Place, cross-reference, and show visuals that are suitable for your
readers;
5. Use the appropriate color of your graphics; and
6. Appreciate the value of using graphics ethically.

Motivation question
How do you conceptualize audience-centered visuals?

Discussion
A distinct feature of visuals is that they concentrate and arrange
complex information in a more condensed way , making visuals simpler for
readers to understand and remember. Visuals succeed because readers want
more than raw information; they want data to be displayed so that they can
grasp it at a glance. Consider , for example, how best to present the following
passage using a visual:

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The time required for the global population to grow from 5 to 6 billion
was shorter than the interval between any of the previous billions.
It took just 12 years for this to occur, just slightly less than the 13 years
between the fourth and fifth billion and the 15 years between the third
and fourth billion, but much less time than the 118 years between the
first and second billion. . . .

Labels define main elements (in this case, units of measurement)

Figure number and informative title

Caption explains the visual’s overall meaning

Figure 44: Example of a graph (Source: United Nations (1995b); U.S. Census Bureau; International Programs
Center, International Database and Unpublished Tables.)

Note how Figure 25 makes it easier to know and understand the

population's upward trend and the many facts and figures mentioned in the
preceding paragraph. Not all visuals are designed to communicate numeric or
other details. The second issue visuals are relevant is that they can display
viewers at a glance at what it really looks like and/or how it works —
compared to lengthy prose explanations.

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Visuals that demonstrate how the objects look include drawings and
photos, while Visuals that show how things function have diagrams. Visuals
are valuable because they can easily and effectively demonstrate how items
are arranged or activities are done without the need for lengthy and difficult-
to-follow textual descriptions. These graphics include flow charts and
organizational maps.
When to Use Visuals
Visuals should be used to improve the paper, not just to decorate it.
Organizational reasons for using graphics may also exist; for example, certain
organizations may often expect photos, charts, and graphs to be part of the
annual report. Certain sectors, such as the banking sector, regularly use
visuals (such as a line graph showing recent inflation in the economy).
Using Visuals to Support Text
Visuals are also an excellent way of promoting, though not replacing,
the actual text's critical discussion. For example, you could write about a
significant financial trend, explain the world economy's features, and make a
case for financial reforms. A collection of graphs or charts will increase the
text, not replace it. In such a scenario, the visuals will add to your
conversation.
Using Visuals on Their Own
In certain cases, graphics can work well on their own, as though they
make the point better than text can. In cases like this, just refer to the
graphics that show readers what they need to see. For example, if you want to
demonstrate how customers who have purchased your company's latest
plasma TVs split out by age group, do not mention the percentages in a
lengthy paragraph. Simply have a chart or graph that conveys these data
visually. When you use stand-alone graphics, make sure they tell you the
whole story. You want readers to understand, and you want them to be
explicitly introduced. If you need to illustrate how the visual is to be viewed,
do so briefly in the figure’s caption.
Illustrations and Diagrams
Illustrations and diagrams are based on drawings and sketches rather
than data or words, although some words might be required to denote names,
sections, or purposes. In certain instances, even though you try the most
accurate prose explanation, only an example or diagram will demonstrate
what you're trying to illustrate. Technical diagrams do what the text can not
do on its own. Illustrations and diagrams are particularly useful when you
need to communicate spatial relationships or help readers understand what
an object or method is really about.
Photographs
While photographs are clearly more realistic than drawings and
diagrams (which also highlight certain parts of an object), pictures may
provide too much detail or fail to highlight the parts you want viewers to
concentrate on. Many people take their own digital images and then use
software to capture the image to the fullest extent possible. If simple
documents are distributed to a small community within a department or
company, this might be perfect. However, for critical documents distributed
Page 129 of 201
Vision: A globally competitive university for science, technology, and environmental conservation.
Mission: Development of a highly competitive human resource, cutting-edge scientific knowledge TP-IMD-02
V0 07-15-2020
and innovative technologies for sustainable communities and environment.
No. DLABS-IM-002
130 Comm11: Purposive Communication

to high-level audiences within or outside the company, use photos

professionally. If you're searching for pictures online, be sure to credit your
sources. If your paper is printed and distributed, you will need to seek
permission.
Videos
Until recently, job videos were usually used for training and safety
purposes only and were shot by outside professionals. Today, with the
emergence of YouTube and similar platforms, as well as the convenience of
recording using a small video camera or even a mobile phone, companies are
using videos to replace conventional documents, such as user manuals.
Icons and Symbols
Icons and symbols use basic illustrations that reduce the definition or
the object to its size. The most fundamental, most understandable standard.
The terms icon and symbol are also used interchangeably. But icons look like
the items they represent (for example, a file folder icon on your screen that
looks like a real file folder). At the same time, symbols get the meaning
across without resembling the items they represent. For example, a skull-and-
crossbones alarm symbol that looks like "death" but gets a "do not ingest /
poison" message across or a cross that symbolizes not "cross" but "medical"
Since these types of illustrations do not usually rely on text. They are more
readily understood by foreign viewers, children, and people who have trouble
reading.
Special Considerations When Using Visuals
When choosing visuals for any text, first ask yourself the following
question: who is my audience, and what do audience members need to know?
Generally speaking, specialist audiences tend to prefer numerical tables,
complex graphs, and diagrams to interpret for themselves. Non-Expert
Publishers tend to prefer simple tables, graphs and maps, uncomplicated
illustrations and diagrams, and other visuals that direct their attention and
interpret key points for them. If your audience is a mix of experts and non-
experts, you can err on the side of non-experts. Also, be mindful that your
audience can include foreign readers; readers from a range of ethnic
backgrounds. When selecting icons or symbols, use those that are universally
recognized (when in doubt, search the International Organization for
Standardization). Keep the graphics (including visual text) clear and basic and
avoid pictures and colors that can accidentally offend people from other
cultures. If you are deliberately writing to members of a specific community
or nationality, check online for more background information about that
audience. Consider how each visual advances the target. For example, do not
decide to use a bar chart only because you like its professional appearance;
make sure you use the bar chart. A bar chart better serves information or data
that you would like to show. Further suggestions for fitting a visual to its
function are as follows:
• Using a table to simplify complex numerical data or textual
information;
• Allowing the audience to conclude from facts and statistics
through graph or a map showing similarities;

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• Using the pie chart to demonstrate how the pieces make up

the whole;
• Show the hierarchy and partnerships of the organization;
• Using a flowchart to display the steps in the process from
start to finish;
• Using an image or a snapshot to demonstrate what it looks
like; and.
• Using a diagram or a photograph to demonstrate how the
pieces fit together or work.

Placing, Cross-Reference, and Showing Visuals

Place your visuals where they best represent the needs of your
readers: as near as possible. The relevant discussion can occur whether they
are central to the discussion or in a discussion if they are incidental to your
discussion, appendix. Introduce the graphics into the text by referring to them
by number (Figure 1, Table 4, etc.) and by describing what they mean (e.g.,
"As seen in Figure 3.4." .). Make the visuals user-friendly in their presentation
by framing them with plenty of white space, removing visual "noise"
(excessive lines, bars, numbers, and inessential information), and scaling
each visual to the right proportion and focus of the page.
Using Color in Visuals
Color focuses on reader attention and helps readers distinguish
different visual elements. Most of the applications you use to build visuals
(e.g., Excel, PowerPoint) automatically add color to charts and graphics. You
may highlight specific areas in an image or diagram by using color against a
more muted backdrop. If the color is not available, try using grayscale
shades. In certain graphics, however, the grayscale may not be effective; for
example, in a pie chart with multiple "slices," the use of subtle gradations of
gray may cause the slices to blend too closely. Likewise, you want to separate
bars and lines sharply in several bar charts or a multi-line chart.
Using Visual Ethically
While you are entirely justified in presenting the data in its best light,
you are responsible for preventing lies. The golden rule of using visuals
ethically is always to show an accurate and full image. Here are some of how
graphics can be distorted: the use of inappropriate size slices in a pie chart is
skewed by true percentages; taking out important details from a table, chart, or
graph does not allow readers access to true shares. A true picture of what is
going on, inflating, or reducing the size of diagrams or images may make
things look more or less significant than they are. When creating graphics, be
careful to convey and clarify the details accurately.

Learning Tasks/ Activities

Find a Facebook page of a government unit (such as DOH, DENR) or
an organization in your previous school or university (such as a student club
or department). Use the Checklist below to evaluate the use of visuals on the
website. Write a short report to your teacher to show your results.

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Checklist for Using Audience-Centered Visuals

• Have I looked for parts of the document that contain numeric or other
data that would be best conveyed as a visual?
• Is the visual located near the text and referenced the graphic within
the text?
• Are visuals easy to understand at a glance?
• Are visuals accurate and not distorted in any way?
• Was there any consideration on the type of visual and determined the
most
appropriate?
Tables
• Does the page use a table to compare data or other information?
• Is the table clear and uncluttered?
• Can readers make easy comparisons of the data in the table?
• Are rows and columns clearly labeled?
Graphs
• Are there patterns, trends, or changes in the graphs over time?
• Will a bar graph or a line graph be more effective for these data?
• Are the colors used effectively but not overwhelmingly?
• Is each bar or line distinct and easy to distinguish
Charts
• Does the chart illustrate the relationships of parts to a larger whole?
• Does the flowchart provide easy to follow? Are all boxes connected?
• In an organization chart, are the titles/names clear and easy to read?
• In a pie chart, do the slices of the pie add up to 100%?
Illustrations, diagrams, and Photographs
• Are the illustrations sufficiently clear without being too detailed?
• Do all illustrations and diagrams have a title or explanation?
• Is the quality of their photographs sufficient for viewers to see the
details trying to illustrate?
• Are they using any symbols or icons sparingly?
57 Adapted from Gurak & Lannon (2016)

Assessment
Find an article in a journal or on the Web that lacks the visuals
required to support the article's intent or the needs of its readers. Analyze the
report to figure out where graphics will be helpful. Create a list of the visuals
that you would recommend. Choose a visual from your list and build it. Does
the article contain all the details or knowledge you need to construct a visual
image?

Instructions on how to submit student output

There are three ways you can submit your output:
1. Submit through our Virtual Classroom. Please standby for an
important announcement about the deadline.

Page 132 of 201

2. You can submit through email. Many teachers will be handling this
subject. Make sure to secure the email of your instructors/professors.
3. Printed Materials (Through Kiosks or Drop-off points). Put your
outputs inside a sealed A4 envelope. Write this information outside
the envelope:
To: Name of your instructor
DLABS, VSU, Visca, Baybay City, Leyte, 6521-A
Comm 11. Module 4 Lesson 2 Output
From: Your Full Name and Address

Module Post-test

Identification. Read each item and give the missing word to complete the idea
of each statement. Choose only one answer in the box for your response.
Write your answers on the line.

pieces visuals table color diagrams

1. Using __________ that can be easily understood helps to avoid distortions

on the object’s actual appearance.
2. Display the __________ the viewers need to see.
3. Use the __________ to simplify complex numerical data or textual
information.
4. Place _________ close to their relevant subject in the text.
5. __________ attracts the viewer's interest and helps readers distinguish
different visual elements.

References and Additional Resources

Chaturvedi, P.D & Chaturvedi, M. (2013). Business Communication Skills,

Concepts, and Application. (3rd ed.) Pearson.
Five, C. (2020, October 21). 10 Easy Design Tips to Improve Your Visual
Content [Infographic]. Retrieved from Column Five:
https://www.columnfivemedia.com/infographic-10-tips-for-designing-
effective-visual-communication
Gurak, L. & Lannon, J. (2016). Strategies for Technical Communication in the
workplace. (3rd ed.) Pearson.
P.D, C. (2013). Business Communication Skills, Concepts, and Application (3
ed.). Pearson.
Resnick, E. (2013). Graphic Advocacy. Retrieved from Graphic Advocacy:
http://graphicadvocacyposters.org/#/interview-with-elizabeth
Siricharoen, W. V. (2016, February 6). ResearchGate.
doi:https://www.researchgate.net/publication/256504128
Page 133 of 201
Vision: A globally competitive university for science, technology, and environmental conservation.
Mission: Development of a highly competitive human resource, cutting-edge scientific knowledge TP-IMD-02
V0 07-15-2020
and innovative technologies for sustainable communities and environment.
No. DLABS-IM-002
134 Comm11: Purposive Communication

Answers to Pre-test

1.FALSE 2.TRUE 3.TRUE 4.TRUE 5.TRUE

Answers to Post-test

1.diagrams 2.pieces 3.table 4.visuals 5. color

Page 134 of 201

Module 6: Communication
for Work Purposes
Module Overview

This module illustrates the importance of the communication of practical

work. Students would have the necessary opportunities to become
professionals working collaboratively with a team or a teammate. This also
seeks to expose students to different work-related situations and to decide
whether to communicate effectively, both in writing and speaking.

Motivation Question

Share your thoughts on the assertion: "In today's workplace, communication

makes or destroys careers."

Module Pretest

Identification.
Instructions: Fill in the blank with the correct answer. Choose your best
solution in the box.

Interview letter of acceptance career objective

unsolicited letter chronological résumé functional résumé

1. The type of résumé lists work history work by employment, but in

reverse order, starting with the most recent position.
2. A significant aspect of résumé that helps the recruiter believe that the
candidate is committed to a career and is sure of what they want to
do. ___________
3. Activity during the job hunting process that can range from a friendly
conversation to a gruesome questioning. ___________
4. This letter can be used as part of your contract; please indicate the
conditions that you recognize. Remember to consider an offer of
employment with excitement too. ___________
5. These letters are just one of the safest way to experience the
possibilities of getting hired. However, they may have downsides: you
can spend time writing to organizations with no vacancies, and you
may not be able to adapt your letter to the advertised specifications.
__________

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Lesson 6.1: Résumés

Lesson Summary
Many candidates compete for few opportunities in today's job market. If you
are applying for your first professional job or changing careers, you need to
market your skills effectively. At each point of the job hunt, you must stand
out from the competition.

Learning Outcomes
At the end of this lesson, students must be able to:
1. Survey employment and limiting your job search, and
2. Build print and digital résumés.

Motivation Questions
Ask yourself the following questions to identify your assets.
• Can I talk well, and am I a good listener, too?
• Can I fit well in groups and with people of different backgrounds?
• Do I have experience or leadership skills?
• Can I solve problems and do things?
• May I work well under pressure, please?
• Should I run independently, with limited supervision?
• Do I have any special skills (public speaking, working with people,
computers) or other technical knowledge, word aptitude, analytical skills,
second or third languages, artistic/musical ability, mathematical skills)?
• Do I have any hobbies that could boost my job prospects?
• Would I like to work in a big organization or a small one? On a for-profit
basis or a non-profit organization?
• Do I like to fly, or do I prefer to function in a single location?

Discussion
Closing your quest does not mean restricting yourself to one or two
styles of work, but rather allowing yourself a measure of practical
concentration. Try to stick to those areas that are of the greatest importance
to you and suit you best. Start your research well in advance of the time you
need to have a job in place. If you've never done a job of research, the
question, "Where do I start? Should I go to a career coach first? More than
ever, apparently limitless sources of knowledge are open to job-seekers. Try
to proceed step-by-step, logically, as mentioned below, instead of
automatically going online and attempting to navigate random websites.

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Human relations are always the best way to start searching for a job.
Once you have narrowed down your job hunt, go to the university employment
services department, and find an employment advisor (either at your school
or outside) who will then be familiar with the job search process inside and
outside. Also, talk to a library user (in person or online) who will point you to
the right library resource. Network with friends who might know someone
else you may refer to. Learn more about the sector before applying for unique
jobs. There is a range of ways to consult industry-specific reference materials
(books, magazines, technical journals, websites). Enter a professional
community related to your industry, attend meetings or talk to online
professionals through sponsored chat groups. Learn about the key
companies in your industry of choice — find out who they are, make a list, and
study those specific companies.
Job listings may be found in several locations, basically on portals
and job networking sites (such as Jobstreet.com, Careerbuilder.com, Riley
Guide, and LinkedIn). They find employment around the nation or unique to
your location. These job networking sites or online classified ads of our
national and local newspapers identify industry-specific work on professional
company websites. It helps to find employment advertised only on human
resources websites of specific organizations. However, you should not
restrict your search choices to advertised work. Another way is to submit an
unsolicited letter of application to a company of interest.
Résumés
Of course, you can build a useful overview before applying for any job.
A description is simply a personal work advertisement for the applicant. It
lists (in a standard format) the history of education and employment and
other related information, providing a snapshot of the person's qualifications.
A description is structured to provide an employer with a quick overview. In
reality, employers initially spend only 15 to 45 seconds looking at a summary;
during this scan, they are looking for a convincing answer to the bottom line
question: "What can you do for us? Business establishment officers are
delighted with resumes that are clear and honest. Those that are deceptive
and hard to understand are always at the endpoint of disposal.
Parts of a Résumé
All of the abstracts contain standard sections. Each overview must
include contact information, career goals, schooling, job experience, and
references. A summary is not the place to provide your ideal salary and
benefits or your time off criteria. Besides, do not include unnecessary private
information, your picture, or data that employers are not legally entitled to ask
for (such as your race, age, or marital status).
Contact Information. Tell potential employers where you can be contacted. If
you are between addresses, please include both addresses and check each
contact point regularly. Make sure your contact details are correct. If you're
using voice mail, record a message that sounds polite and professional.
Include a web address if you have your website (professional, not personal, in
content). Note that employers will be able to access your Facebook or other
social networking accounts, keeping these sites professional in tone and
content.

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Career Objectives. Write out the work you would like to do. Remove abstract
sentences, like 'A field in which I can relate my knowledge and experience.'
Rather, be specific.
Education. Start your most recent schooling and work backward. Include the
course's name, the degree completed, the year ended, and your major and
minor. Omit high school, unless the popularity of high school or the
accomplishments there warrants its inclusion. List the courses you have
directly trained for the job you are looking for. If your class rank or grade point
average is favorable, please mention it. Require special training during
military service. If you fund your education by working, please indicate the
percentage of your contribution.
Work Experience. If your background contributes to a career, mention it in
advance of your education. Show the most recent jobs, and then the earlier
ones. Include the names of employers and dates of jobs. Indicate whether a
task was full-time, part-time (weekly), or seasonal. Describe each job's exact
tasks, suggesting promotions to your benefit and state why you have left
each job. If you do not have paid experience, highlight your training, including
internships and individual tasks.
Leadership and Other Activities. You are not required by law to provide a
picture or report your sex, religion, race, age, national origin, disability, or
marital status. List any awards, qualifications, activities, and interests related
to that position: say, membership, leadership demonstrations, languages, and
special skills that may be of interest to the employer.
References. If the employer has requested a reference, list three to five
individuals who have agreed to make a good evaluation of their credentials
and who can do the talk on your side. Never mention as references people
who have not permitted you for the first time. Your references should not be
family members or non-work - related friends; instead, list former employers,
teachers, and community leaders who know you well. If the employer does
not require a reference as part of the initial application, simply state
"References available on request" at the end of your abstract. If you do not list
a reference, prepare a separate reference sheet you can include on request.
Include the job title, company address, and contact details of each employee.
Organize your description to give the strongest impression of your
abilities, skills, and experience. A regular rundown, defined as a reverse
chronological rundown, first listing the most recent school and work. If you
have limited experience or education or work history gaps (e.g., due to injury,
raising children), or regularly changing career paths, construct a functional
overview to illustrate skills related to a specific job.

Page 138 of 201

Figure 45: Example of a Chronological Résumé: Recent College Graduate with Related Experience (Guffey &
Loewy, 2016)

Chronological Résumé
The chronological summary lists work history work by the job, but in
reverse order, starting with the most recent position. Recruiters prefer the
chronological format because they are familiar with it and quickly reveals the
candidate's education and experience.

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The chronological résumé lists work history work by the job, but in
reverse order, starting with the most recent position. Recruiters prefer the
chronological format because they are familiar with it and quickly reveals the
candidate's education and experience. A chronological résumé illustrates her
professional experience, much of which is directly relevant to the role she
seeks. While she is a recent graduate, she has acquired expertise in two part-
time and one full-time job. It described the requirements to demonstrate the
individual role's expertise, experience, and interpersonal characteristics.
Note that Bryanna has drawn up her résumé in two columns with the
left column's key categories. It included bulleted things for each of the four
sections in the right column. Conciseness and parallelism are important for
an effective résumé in writing. Each item started with an active verb in the
Experience category, which improved readability and parallel form.

Figure 46: Example of Current University Student with Limited Relevant Experience (Guffey &
Loewy, 2016)

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Hung-Wei Chun used Microsoft Word to design a typical chronological

print-based résumé that he wants to send to recruiters at the campus work
fair or during interviews. Remember that his résumé in two columns. A simple
way to do this is to use the Word Table function and delete borders so that no
lines show up.
While Hung-Wei has work experience that is not relevant to his future
jobs, his résumé is impressive because he has transferable skills. His
internship relates to his future career, and his language skills and experience
in studying abroad will help him score points in competition with other
applicants.

Figure 47: Example of Chronological Résumé: University Graduate With Substantial Experience
(Guffey & Loewy, 2016)

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Rachel has several years of experience and is looking to work at the

executive level; she emphasized her expertise by putting it ahead of her
education. Her overview of the qualifications highlighted her most
exceptional knowledge and ability. This sequential two-page résumé shows
the steady advancement of her career to executive roles, a process that
impresses and reassures recruiters.
In today's competitive digital job market, the emphasis is not so much
on what you want but on what your employer needs. The market is so intense
today that you cannot get away with a generic, all-purpose résumé. While you
can start with a simple description, you can tailor it to suit every organization
and role if you want it to stand out from the crowd.
For you to stand out from among other applicants, you can use the
Functional résumé to focus on an applicant's skills rather than on past jobs.
Like a chronological résumé, a functional résumé starts with the name of the
applicant, contact information, work purpose, and education.

Figure 48: Functional Résumé: Recent College Graduate with Unrelated Part-Time Experience
(Guffey & Loewy, 2016)

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This résumé style emphasizes accomplishments and can de-

emphasize a negative history of employment. Recent graduates with little to
no relevant work experience frequently find a functional résumé useful. Older
job seekers who want to downplay a long career background and work
hunters who are afraid to appear over-qualified may often prefer a
streamlined format.
Cooper Jackson has chosen this streamlined format to highlight his
limited work experience and demonstrate his sales and marketing abilities.
This edition of his résumé is more general than one intended for a particular
role. Nonetheless, it highlights its positive points with clear accomplishments
and has a segment on jobs to please recruiters. The functional format
presents the capability-focus.
The table below represents action verbs that you may adopt when you
make a résumé.
Table 4: Action verbs for a powerful résumé

Communica- Teamwork, Management Research Clerical Creative

tion Supervision , Leadership Skills Detail Skills Skills
Skills Skills Skills
clarifies advised analyzed assessed activated acted
collaborated coordinated authorized collected approved conceptualiz
ed
explained demonstrate coordinated critiqued classifeid designed
d
interpreted developed directed diagnosed edited fashioned
integrated evaluated headed formulated generated founded
persuaded expedited implemented gathered maintained illustrated
promoted facilitated improved interpreted monitored integrated
resolved guided increased investigated proofread invented
summarized motivated organized reviewed recorded originated
translated set goals scheduled studied streamlined revitalized
wrote trained strengthened systematized updated shaped
Source: Guffey & Loewy (2016)

Learning Tasks/Activities
Instructions: Read the questions below and respond to them. Write your
answers on a clean bond paper.

1. Why do chronological and functional résumés vary, and what are the
benefits and drawbacks of each?

Assessment
Instructions:
1.Access one of the following job networking sites:
Jobstreet.com
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144 Comm11: Purposive Communication

bossjob.ph
LinkedIn
jobcase.com
ph.Indeed.com
myopportunity.com
Facebook
Google+
Monster.com

Write an example of either a functional or chronological résumé that

corresponds to the available job vacancy.

Here are the steps to follow:

1. Access one of the Job Networking sites posted in this lesson and find
one job that suits your profession. You can also use the written classified
ads on your work quest.
2.Take a photo of the job opening as evidence of publication on the
availability of the employment.
3. Make a résumé that is perfect for you you and your target work.
4. Send your complete papers to the google classroom or e-mail them
correctly to your instructors/professors.

Note: Your input will undergo verification, and plagiarized outputs will not
have any credit, and consequences will follow.

Instructions on how to submit student output

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Lesson 6.2 Application Letters

Lesson Summary
The letter of application is one of the most critical documents an applicant
should make. It should always to be reliable and convincing. Apart from
containing valuable information on writing an application letter, this lesson
will help the students in their point of reference with their prospective
employer to launch their career as young professionals.

Learning Outcome
At the end of the lesson, the students can:
1.Recognize the role of the application letter;
2. Write a convincing letter of application for a work;
3. Compile a file and a portfolio (or an e-portfolio);
4. Prepare for work interviews;
5. Write an acceptable letter of thank you in response to a letter of
approval or rejection

Motivation Question
How do you write an application letter? Have you ever made at least one
application letter?

Discussion
An employment letter, also recognized as a cover letter, supplements
your résumé when applying for work. The letter's main aim is to clarify how
your credential suits the specific job and to express to the prospective
employer a sufficiently competent, skilled, and pleasant person to determine
that you should be interviewed. Another aim of the letter is to illustrate
specific qualifications or skills. For example, you could include" Public
Relations/Information or Teaching" in your résumé. Still, for a particular job
application, you may wish to call attention to this item in your cover letter:
The résumé states that I have excellent skills in Public
Relations/Teaching/Hospitality Management,/Soil Management). I am
currently a Public Relations/Teaching/ Hospitality Management/Soil
Management mentor at our school's learning center.

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You can apply for positions advertised in media or by

recommendations from friends or where you have been requested to use (for
example, a recruiting firm that meets the university) (request for
applications). Other times, you'll send prospecting letters to companies that
have not announced a vacancy but may need somebody like you (unsolicited
applications). In any case, customize your message to your position.
Solicited Application Letters
Whether requested or not, an application letter contains an
introduction, a body, and a conclusion. In your brief overview (usually five
lines or less), do all these things:
a. Name the work you are applying for and where you have already
seen publicized;
b. Describe yourself and your background;
c. If appropriate, make a connection by identifying a common friend
who inspired you to implement — but only if that person has provided
you approval to use it.
In the body, mention your experiences at the university. After simply
quoting your résumé, specify the qualifications you possess for the job. Also,
be unique to that. Instead of referring to 'a great deal of experience, avoid
mentioning this line, "I have leadership skills." Instead, say, "I served as a
school council president in my university days.
In conclusion, restate your involvement and stress your ability to do
so. If required, start training or move. If the position is nearby, ask for an
interview; otherwise, ask for a phone call, indicating the time you should be
contacted.
Unsolicited Application Letters
Do not restrict your job search to advertised vacancies. Less than 20%
of all work openings are promoted. Unsolicited application letters are a
successful way to explore the options. However, they do have downsides: you
can waste too much time writing to organizations with no vacancies. You
might just not be able to tailor your application to the announced
specifications. But there are also major benefits: even employers with no
vacancies frequently accept and file impressive unsolicited applications or
forward them to another employer who has an opportunity.
Since an unsolicited letter arrives abruptly, you must get the reader's
attention immediately. Do not even start, "I am writing to inquire about the
possibility of securing a role in your organization." Instead, open up vigorously
by developing a partnership with one another or by creating a major
declaration or by asking a convincing query, as in the following example:

Does your travel company have such a position for

a junior manager with such a university degree in
hospitality management, a demonstrated
A forceful dedication to better service, and a customer
opening relationship experience that goes far beyond
textbooks? If so, please accept my role submission

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Figure 49: An example of a solicited application letter (Gurak, 2013).

James D. Purdy

Strategies for Application Letter

1. Use prudence when modifying the template of an application letter. There
are quite several free, online sample letters that provide suggestions about
your position. But never borrow any of them. Many employers will quickly see
a "canned" message.
2. Build an active voice dynamic sound. Rather than telling, "I have been
assigned so many more primary responsibility on an ongoing basis," tell them
like this, "I have continuously assumed ever-increasing management
responsibilities."
3. Never be an uncertain person. Paint a strong picture of employers who
may not be familiar with what you're explaining. Instead of saying, "I am
acquainted with Design and Experiments and Studies in Biochemistry," say,
"As a biochemist, I am responsible for preparing complex research projects,
designing relevant experiments, and developing studies to enhance research
and experimentation. Often I am charged with creating studies and tests to
explore the impact of medications, hormones, or nutrients on a specific
biological organism.
4.Stop being overly casual or overly static. Completely disregard slang words
that sound rude and disrespectful, for example, ("The firm looks like such a
cool workplace") also pompous language ("Hitherto, I appeal for the dignity of
your companion").

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5. Do not compromise on the first draft — or even for a second or a seventh.

The letter of application is the only opportunity to address yourself to a
potential employer. Make it great by cutting the unnecessary text, double-
checking the sound, and simply making sure that the credentials are
specifically related to the work. Once you are pleased with the specific
content, take the time to read it twice to find any glaring inaccuracies or
spelling mistakes.

Online vs. Printed Job Application Products

Résumé and cover letters are usually submitted as PDF or Word
documents posted to a specific organization's online work application site.
Social networking sites like LinkedIn or Monster.com also allow users to
access your résumé and other materials and add them to your online profile.
Some employers may also require you to send your materials as email
attachments, particularly if you have been asked to apply. Whenever possible,
use PDF; these files maintain the look and feel (fonts, page breaks, line
breaks) of the description you have worked so hard to make them. PDF files
also make it more difficult for a reader to unintentionally insert a wrong word
or alter your sentence structure when reviewing your content.
It is also important to have a printed résumé on hand, particularly in
some circumstances. In certain cases, you will also be asked to mail copies
of your application materials. Also, suppose you attend a campus job fair or
similar in-person event (for example, a corporation has an information
session or comes to the campus to recruit). In that case, it is invaluable to
have a written copy of your résumé ready for recruitment. You should point
out objects of interest and leave a lasting impression on the spot. Be sure to
use high-quality white stationery paper, which is available in most copy
shops.
If you choose to hand out or mail print copies of your résumé, bear in
mind that prospective employers will possibly end up digitizing your résumé
by scanning a replica for their work information systems. Digital résumé,
particularly large organizations, become part of a much broader candidate
database opening of existing or later jobs). Digital résumé is far easier to
search via Phone, with employers searching for keywords to help them
narrow down the pool of applications.
Digital Work Application Materials Techniques
1.Comply with the rules on the work application section. Employer
workplaces can tell you what layout to use, how big a file size should
be, whether to upload a summary or a summary, a cover letter, and so
on.
2. Use PDF unless otherwise noted. PDF files maintain the structure
of the original, no matter what technology platform the reader uses.
3. Use a basic font, please. Keep with the fonts that are the simplest
to check, including The Times New Roman or the Helvetic.
4. Use simple formatting. Particularly for print abstracts that can be
copied, avoid complicated fonts, tables, and too much configuration.

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For example, you can replace ALL CAPS instead of boldface. But even
digital summaries (PDF or Word) keep the design simple and clean.
5. Carefully use templates. Word template processing could never be
the best option for your specific target audience. If you start using a
template, be sure to change the layout and design to match your
requirements.
6. Use keyword. Use terms that are likely to touch when a text is
scanned. You may want to build a "Qualifications" section at the top of
your summary. It includes keywords for general skills (conflict
management, report and plan writing), technical skills (graphic design,
XTML), qualifications (B.S. in Criminology/Chemiry/Educatio,etc. ),
and work titles (manager, technician, intern). Us nouns as keyword
titles.
7. Stop personal information for work documents that are commonly
accessible to the public. For résumés posted to safe work application
sites, you will want to do that use your real location, phone number,
and e-mail address. But the résumés you upload to a public space,
such as your web page, or even to work Networking sites (where you
cannot guess who is going to see it); might be the opportunity for
identity theft, leaving your home address and phone number. So every
individual should be quite careful.

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Figure 50: An example of a résumé that can be scanned, emailed or posted online

Interviews and Follow-up Letters

A manager who is impressed with your credential will schedule an
interview. The interview objective confirms the employer's impressions of
your application letter, abstract, references, and dossier. You are likely to
decide to show your portfolio (if you have one) to the interview, rather than
before. Bring copies/prints of all related documents found in your original
portfolio or web address for your e-portfolio. Give the interviewer to leave
these copies. Interviews come in all shapes and sizes. They can be face to
face or by phone or video conference. You can meet with a single interviewer,
a selection committee, or several committees in succession. You can be
interviewed on your own or as part of a group of candidates. Interviews can
take an hour or less, a full day, or a few days. The interview can range from a

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friendly conversation to a gruesome interrogation. Some interviewers may

object to your intention to observe your reaction.
Careful planning is the secret to a constructive conversation. Study
what you can do about the firm from corporate papers, industrial indices,
business magazines (such as Forbes, Fortune, and Business Week), and other
tools. Ask for business literature, including the most recent annual audit. Talk
to those who know about the brand, or (well in advance) schedule an
informational interview with someone who works in the establishment. Also,
please visit the company's website. If you've done all of this, ask yourself,
"Does this job sound like a good fit? Dress up and show yourself accordingly.
Be emotionally organized and optimistic (but not arrogant). Meet the
corporate etiquette guidelines. Poorly prepared interviewees commit errors,
such as:
• They know nothing about the organization or what role they will play
as an organization of that particular division or department.
• They have exaggerated ideas of their worth.
• They have no understanding of how their education trains them for
jobs.
• Improperly wear.
• They have little to no self-confidence.
• They have only abstract thoughts as to how they will help the boss.
• They are just talking about wages and benefits.
• They talk harshly about previous colleagues or subordinates.

One of the most effective ways to prepare for an interview is by

rehearsal on how to respond to usual questions. Think of how you would
react to the following:
• Why is this work attractive to you?
• What do you know about the company? About the division or the
unit?
• What do you know about our core values ( for example, informal
management structure, contribution to diversity, or the
environment)?
• What do you know about the goals and demands of this work?
• What are the big problems impacting this industry in the country?
• How do you identify yourself as an employee?
• What do you consider as the greatest weakness? The biggest
strength?
• Would you explain a case in which you came up with a different and
improved way to do something?
• What are your short-term and long-term professional goals?

Do not hesitate to prepare your list of well-researched questions about

the jobs and the organization. You may be asked to ask questions, and what
you ask will be as revealing as the answers you offer. Finally, speak the facts
during the interview — it is both legal and wise. Companies regularly validate
the applicant's statements about qualifications, previous employment, jobs
occupied, compensation, and personal history. You may have a previous
violation (such as a poor credit record or a legal brush) or some immediate
personal responsibility (such as caring for an elderly parent or a disabled
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Vision: A globally competitive university for science, technology, and environmental conservation.
Mission: Development of a highly competitive human resource, cutting-edge scientific knowledge TP-IMD-02
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and innovative technologies for sustainable communities and environment.
No. DLABS-IM-002
152 Comm11: Purposive Communication

child). Experts say that it is best to air these problems first — before the boss
finds out from other outlets. The interviewer will respect your integrity
because you will recognize just where you are when you accept a position.
Follow-up Letters
There are two types of follow-up letters: letters of appreciation and
given a position, letters of approval or rejection. Typed or handwritten thank
you, approval, or rejection letter is considered the most polite and formal way
to follow up after a work interview or work request. However, if an email has
been the predominant way you and the prospective employer have interacted,
you might prefer to send your follow-up via email. If so much like a print
message, the email must be professionally written, reviewed for spelling,
grammar, and tone.
Thank You Letters. Within a day or two after the interview, express
your respect to the person who interviewed you. If several people have
interviewed you, please give each one of them a letter of appreciation. It is
one of the ways that you can express your gratitude. Keep your letter brief,
but aim to personalize your interaction with the reader.
Open by thanking and stressing your trust in the interviewer. Then
refer to any of the interview information or to some part of your visit that will
allow the interviewer to reconnect with the interview's memory. If you failed to
remember anything important during the interview, please add it. Finally, close
with sincere excitement and offer your contact information to make it easier
for the interviewer to respond.
Acceptance or Refusal Letters. You can obtain a work offer by phone
or by mail. If requested by phone, please submit a written proposal and react
positively with a written letter. This letter can be used as part of your contract;
please indicate the conditions that you agree with. Remember to take a job
offer with excitement, too.
You can decline an employment offer, for example, if you are offered a
job. Decide or determine if the given position is the best one for you or not.
And if you refuse by phone, please write a timely and cordial letter of refusal,
explain your reasoning, and provide potential possibilities. Remember to be
respectful when you reject a job. A courteous denial and clarification should
let the employer know that you have one likely company or choose not to take
a job for other reasons.

Strategies for Interviews and Follow-up Letters

➢ Verify the precise time and location of the interview. Show up
early, but no longer than 10 minutes.
➢ Do not start waking up airtight-handed. Bring a bag, a pencil,
and a notebook. Bring extra copies of your summary
(unfolded) and a copy of your résumé or portfolio (if
applicable).
➢ Establish positivity as your first impression. Come dressed as
though you are already working for the organization.
Recognize your interviewer's names so that you can greet this
person by name — but never by their first name unless you are
invited. Extend your firm handshake, smile, and look the
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Vision: A globally competitive university for science, technology, and environmental conservation.
Mission: Development of a highly competitive human resource, cutting-edge scientific knowledge TP-IMD-02
V0 07-15-2020
and innovative technologies for sustainable communities and environment.
No. DLABS-IM-002
For instructional purposes only • 1st Semester SY 2020-2021 153

interviewer in the eyes. Wait for someone who will ask you to
take a chair. Keep eye contact a lot of time; just do not look at
it.
➢ Do not bother about having all the answers.If you do not know
how the response to a certain question, just be honest to tell
them and relax. Interviewers normally do most of the chat.
➢ Avoid sudden yes or no answers — and life stories. Only
answer yes or no. Do not end up leaving any impression —
work out your responses, but hold them fast but to the point.
➢ Do not answer questions by actually repeating the content in
your review. Instead, explain how unique abilities and forms of
expertise may be advantages for this particular employer.
➢ Remember to smile all the time and to be polite and
responsive throughout. Qualifications are not the only factor
why an individual is employed. People always recruit the
candidate they want the most.
➢ Never denounce a previous company for that. Interviewers
want optimistic behavior, above all. Complaining to an earlier
boss, whether or not the accusation is fair, just makes you look
pessimistic.
➢ Get set to ask insightful questions. When questions are asked,
reflect on them the essence of the work: travel, unique duties,
definitive work, job assignments, opportunities for more study,
styles of customers, etc. Resist questions that might have
been resolved by your past courses.
➢ Take some pointers. If the interviewer suggests that the
interview is over (maybe by checking a watch), restate your
interest, inquire when the recruiting decision is taken, express
gratitude to the supervisor, and thank the rest of the members
for their time.
➢ Check up as quickly as you can. Send a message of
appreciation to each person with whom you have joined during
the interview. Make sure to have the correct spelling for the
name of each person.

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Learning Task/Activities
A friend of mine asked you for assistance with the following
application letter. Read it carefully, assess its usefulness, and rewrite it when
required.

Dear Ms. Brown,

Please consider my application for the position of assistant in the
Engineering Department. I am a second-year student majoring in electrical
engineering technology. I am presently an apprentice with your company
and would like to continue my employment in the Engineering
Department.
I have six years’ experience in electronics, including two years of
Engineering studies. I am confident my background will enable me to
assist the engineers, and I would appreciate the chance to improve my
skills through their knowledge and experience.
I would appreciate the opportunity to discuss the possibilities and
Benefits of a position in the Engineering Department at Concord Electric.
Please phone me any weekday after 3:00 p.m. at (555) 568-9867.
I hope to hear from you soon.

Sincerely,

II. Apart from the task above, access the

Effects of Individual Differences and Job Search Behaviors
on the Employment Status of Recent University Graduates
link below for your additional readings.
https://d1wqtxts1xzle7.cloudfront.net/39278537/5543b94e0cf24107d39635
04.pdf?1445194733=&response-content-
disposition=inline%3B+filename%3DEffects_of_Individual_Differences_and_J
o.pdf&Expires=1592560171&Signature=fcV5WLk3qUW6jk251wR7QSd0YzXP
D6PigU-
bV1KuigjwyGie7WZm3TlJm768Iuzdj~3guotCVGwVoT7exJS96MxCKTDkjbBH
YgOnpGUA6LqxJRxYflsuyhyQc84t1s51WK9nBTrirIP70Lc6PrY6s6msFGf6BYj
LpkJG8sPZ3IXfPxcXhB~OrHts15OUB5iCtbETVKUJYVUpJAv0k4ld9dQJpcFBk
jKaj4FlOL3D9ZxYLdwdnBshLJADq33DDpSYNDt9CijdI~c3ZQnltRlsN~p04WS4
ElVfklBu418xTQu6Ur9pMk8CFHXYlDKg7iAgLx6CNYnVr9BiJ-
9YR2Vqyw__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA

Assessment
Consider yourself a college graduate who is looking for employment
and do the following:
1.Visit jobstreet.com.

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2.Choose one job opportunity that you might be eligible

3.As soon as you have chosen one job opportunity, write an example of a
letter of intent to the Human Resource Manager
4. Make a résumé
5. Lastly, send your accomplished letter of intent to your
instructor/professor via e-mail or post office.

Instructions on how to submit student output

Module Post-test

Identification. Supplement each statement below with the correct answer to

make the idea complete.

Résumé work experience contact information

application letter reference list

1. ___________ very important information for your résumé that shows

education and jobs backward.
2. __________ shows the information on the most recent jobs with relevant
skills for the job.
3. ___________ topmost information that includes your address, phone, name,
and e-mail address.
4.___________ is basically the applicant’s persuasive paper for employment.
5. ___________ include to highlight skills areas that are fitting to the career,
with specific accomplishment in bulleted-list format.

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References and Additional Resources

Crosby, O., & Drew, L. (2009, Summer). Resumes,Applications, and Cover

Letters. Occupational Outlook Quarterly, 18-29. Retrieved from
https://files.eric.ed.gov/fulltext/EJ875437.pdf

Guffey, M., & Loewy, D. (2016). Essentials of Business Communication.

Cengage Learning.

Gurak, L. (2013). Strategies for Technical Communication in the Workplace

(3rd ed.). Pearson.
P.D, C. (2013). Business Communication Skills, Concepts, and Application (3
ed.). Pearson.

Answers to the Pretest

1. Chronological résumé
2. Career objective
3. Interview
4. Letter of acceptance
5. Unsolicited letters

Answer to the Posttest

1. Education
2. Work experience
3. Contact information
4. Résumé
5. Résumé

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Vision: A globally competitive university for science, technology, and environmental conservation.
Mission: Development of a highly competitive human resource, cutting-edge scientific knowledge TP-IMD-02
V0 07-15-2020
and innovative technologies for sustainable communities and environment.
No. DLABS-IM-002
Module 7: Communication
for Academic Purposes
Module Overview

Writing in the academe allows each student and teacher to follow unique
formats requiring a specific text type. At the university, each student
undergoes classroom assessments that include thorough explanations or
discussions, such as essays. For certain classes, a professor will require a
study paper on approved topics. There are only a few topics to be learned in
this module. This module would also narrow the potential for discussion on
planning and writing research papers that the university would usually expect
its students to submit. Specifically, this module will help students soon
compose different academic articles, particularly the thesis.

Motivation Question

Have you been working to develop an academic paper for one of your
courses? When was the last time you worked on one of your academic
papers?

Module Pre-test

How much have you understood about academic writing so far? Please write
the word YES if you agree with the statement and write the word NO if you
disagree with the statement.

__________1. Academic writing is an necessary prerequisite for any student.

__________2. The knowledge of writing skills brings you to the advantage of
making the document concise and understandable.
__________3. As a rule, essays, academic papers, theses, and reports adopt a
uniform structure.
__________4. Any student has the freedom to select their subject of interest
while writing academic papers.
__________5. Academic papers encourage you to discuss new findings on a
range of subjects.
158 Comm11: Purposive Communication

Lesson 7.1: Writing in the Academe

Lesson Summary
Understanding how scholarly writing differs from other forms of writing is not
the secret to being a good student and becoming acquainted with genres
common to your specialty. Whenever you produce a piece of academic
writing, you need to ensure that you conform with the recommended
structure, adapt your work to the assessment criteria, and create a polished
finished product.

Learning Outcome
At the end of the lesson, the students are able to
1. Identify the typical reasons why write;
2. Recognize how scholarly writing varies from other types of writing;
3. Elucidate the basic structure of the essay and the research; and
4. Assess the various disciplines and their chosen forms.

Discussion
Writing is challenging and often difficult part of academic life.
Analyzing the nuances and paradoxes can shed more light on why this is the
case for many academics in many different contexts. To explore and
illustrate the difficulties and contradictions associated with learning, we first
explore its iterative, continuous existence, stressing how important it is to
approach academic writing recursively.
However, complex and challenging it can be, becoming a writer is an
essential journey. It is a road that takes us to many valuable perspectives
concerning ourselves, our thoughts, the community in which we work, and our
social roles as educators, students, researchers, and scholars.
Choosing not to write in academia should not be seen as a moral
stand to oppose the university's rising demands (though we can appreciate
why people would make that option for those reasons). Instead, opting not to
publish may be conceived as an implicit recognition of the intellectual half; a
life in which one is the rightful scholarly position has not been properly
practiced or valued. To state it even more favorably, opting to publish in one
field of the academic experience is a favorable decision that conveys either
your confidence or your active dedication to the environment you have
selected to serve.
There are several methods in that you can prevent mistakes and
incorrect composition begins. There are realistic and constructive aspects in
which it can be combined with other things in your life. Academic writing
should be conceived less as 'leaping through obstacles' and more as the
academic voice's strategic placement. By deliberately answering concerns
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Mission: Development of a highly competitive human resource, cutting-edge scientific knowledge TP-IMD-02
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concerning your hand – 'How is it learned? "How do people prepare

themselves to write? 'What are the typical problems that people face, and
why? 'And how do you establish a workable orientation towards scholarly
writing that helps you to incorporate it into the context of your busy
professional and personal life? 'You can help to put it as a controllable and
workable aspect of your professional growth.
The acknowledgment that writing is an important part of solving those
issues is a single, homogeneous, linear achievement that you aspire to
accomplish and that you will arrive on it one day. Rather, it is the
manifestation of the practice education journey. It is (or at least should be) a
constant phase of reflection, change, growth, advancement, and introduction
of different styles and steps. It involves various stages and measures, and it
is a practice that will continue to grease the gears of your professional life in
all manner of ways. It's not something that has to interfere with other goals or
be physically overwhelming even (or maybe especially) if you do not do it.
Focusing on the required steps and phases of your writing and what
applies to you at various points of the process will provide you with valuable
learning achievements from which you can gain as much as you can from a
final, polished written product. If you understand writing to be an evolving
procedure with phases of development and stages of deterioration, you may
be able to conceptualize your writing problems more effectively. Reflecting on
what many scholars and thinkers say is the iterative essence of writing that
can also help you formulate practical, appropriate, and potentially efficient
writing techniques. If you've already built strategies that work for you, then
reading about the writing process will help you strengthen and refine them
even more.
Writing is one of the key ways human beings communicate: it is a
collective activity. The motives for and intent of any writing piece can vary
based on circumstances, relationships, and incidents. Often people write
about themselves, for example, to record their feelings and events in a diary
or to remind themselves of the things they have to do. Some people write
poems or short stories, possibly to be written, and share their ideas and inner
thoughts. Often correspondence is a two-way process, e.g., the exchanging of
e-mails leads to a business agreement. At other times, correspondence is just
one way – a letter goes unanswered by the person by which it is intended.
Academic Writing
One of the key aspects in which scholarly writing differs from other
writing types is by its interaction with the viewer – that is, the reader. For
certain pupils, the reader is one of their lecturers or tutors, but it may even be
fellow students. Whoever it is, the reader will decide whether the work has
met a certain level and will use those criteria to determine the content of the
work. The decision would also be taken on a structured basis, with a mark or
rating and maybe any written remarks. People may make private decisions
about the content of a letter they receive from a friend or business partner,
but there is no requirement or obligation to document their verdict.
Judgments on a piece of scholarly writing are part of the entire
process of assessing the level of a person's studying and, in essence, the
class of degree that they should be awarded after their research. The criteria
used to shape such decisions are articulated in various ways, depending on
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the study's subject or organization. However, they will still be organized,

consistent, and precise. It would also be anticipated that the writing would
show an analytical perspective and discuss the subject in detail, resulting in a
thoughtful review.
Whatever your degree of research, it is important to be critical when
writing an academic piece of work. This does not mean finding fault in
anything, as it might mean in real life. In the context of scholarly writing,
which is critical, it includes:
• Evidence of comprehension and knowledge of the theory
• Evidence of knowledge of what has been written or said about
the subject
• Taking into account various points of view, application of
justification
• To render a decision
• Do not consider concepts until they have been carefully
studied (and then, possibly, Rejection of them)
• Come to your conclusions
• You use your voice.

A valuable context for thinking about scholarly writing can be found in

the learning method's philosophy and the research named Bloom's (1956)
Taxonomy of Learning. It introduces the six steps that the student is going
through, each being more complicated and building on the last stage. Starting
with basic mastery and extraction of information (Knowledge), the student
goes into retraining, applying, and breaking down the knowledge before
actually being able to manipulate and assess it (Synthesis and Evaluation).
Taxonomy is also used to write instruction words in essay names, so learning
more about it will help you appreciate what the lecturers want to see in your
writing. However, you will be acquainted with the basic features of your
specialty.

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Figure 51: Bloom’s taxonomy (Hammond & Martala, 2009

Basic Structures in Writing

The structure is of significant importance in scholarly literature and is
one of the main aspects in which it differs from other types of writing. It
assumes that the paper will carry the reader through the various phases or
parts of the job, providing simple signs along the way. The appraisal criterion
will almost certainly include how well a piece of work has been organized.
The task brief will give you advice on this, and you should follow it closely.
While various disciplines can rely on upon and favor different writing styles,
there are two similar to almost all: the essay and the study. It is worth
respecting and learning each other's agreed framework.

Essay
Essays have also been identified as 'the standard format'
(Andrews, 2003) and cut through all disciplines. It is used to
ask you to analyze and examine something in-depth – for
example, the explanations for a certain case in history, the
benefits and drawbacks of philosophy, and the effect of a new
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rule on society. It would typically be assumed that you will

indicate your point of view or opinion on the subject. Typically
an essay title would be given to you to answer, with an
instruction word to provide you with an idea of the angle you
can take in your essay. It is normally the first word, as in the
examples below.

Discuss the following question: why are comparatively

few older people the subjects of fictional coverage in
televison drama?
(Wilson et al., 2008: 651)
Explain how criminal cases are allocated for trial between
magistrates’ courts and the Crown Court.
(Keenan and Riches, 2007: 71)

Outline the powers available to protect consumers.

(Keenan and Riches, 2007: 430)

The typical form of the Essay

Normally, the essay follows this structure:
1. Introduction
2. Development
3. Concluding
4. References

Four fields play very different roles. The Introduction

serves as a way forward to the main section, offering some
context material on the subject and describing which basic
facets of it would be discussed in the article. It is typically one
or two paragraphs long. The Creation section draws on the key
ideas of the writer in a sequence of paragraphs. These
paragraphs must be tied together so that anyone reading the
article will follow the line of reasoning and the debate thread.
The Conclusion shall summarize the key point of each of the
paragraphs and contain a statement of the author's opinion.
Finally, the References section provides full descriptions of all
sources (books, articles, blogs, etc.) that have been listed,
referenced, or referenced in the report.

Report
A study is typically the outcome of a certain sort of inquiry into
a case, incident, or sequence of events. It is also very similar to
working life, but if you get acquainted with its framework and
use it well, you'll find yourself cultivating a valuable ability for
future jobs. Such common examples of reports are as follows:
• Report on risk analysis, illustrating patterns and
customer behavior
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• The annual report of the business organization,

reporting the results
• A survey questionnaire, reporting conclusions on
beliefs, interests, or action.

Typical Report Structure

In comparison to the article, the study would have sections and
headings to direct the reader. It was through the paper. Like an
essay, it's got the beginning, the middle, and the finish.

First part: title page; synopsis; list of contents

Middle part: methodology; findings/results; discussion;
conclusion
Last part: references; bibliography; appendices

The first part introduces your work to the viewer, much like the
opening credits of a film or a play. The description (or
abstract) is especially helpful here, as it presents a concise
version of the whole article. The middle section is where the
content is being made. Each team has its heading, which leads
the reader through the inquiry, review which discussion. The
last section includes all the supporting information contained
in the study, such as any outside references, raw dates, or
questionnaires, if used.

Certain Forms of Scholarly Writing

While essays and documents are generic terms, there are several
other forms of scholarly writing or genre (Gillett and Hammond in the press).
Guidance is given here on some of the more popular areas and is connected
to the four major subject areas listed above:

Arts and Humanities: essay; essay; criticism or review;

Science, Engineering, and Technology: report; study proposal
Health and Life Sciences: Lab Report; Reflective Account
Social Sciences: Project: a case study.

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Figure 52: Academic writing style (Hammond & Martala, 2009)

It is worth noting that no format applies uniquely to a single discipline

or subject field.
Critique/Review
Criticism (or review) is used to draw a decision on a book or
document. It calls for a range of academic skills, including description,
interpretation, and assessment. Although it is widely used in the Arts
and Humanities, it is useful for any student who needs to analyze the
source as part of the task.
Research proposal
A project plan is used to propose suggestions for further research. It
must clarify the planned study, explain how the work will be conducted
and what the task is supposed to reveal, and have a timeline.
Lab
Many science subjects will use a lab report in which the pupil will write
the experiment's report, the documentation of observations, and the
analysis of results. Typically, the lab report assumes a fixed format in
which the findings are interpreted before any review or debate occurs.
Reflective Interpretation
It is becoming more popular for reflective accounts to be used in all
fields to help students improve their career and job skills. Reflective
narratives are distinguished by a personal view of events and a
description of how the writer reacted to and responded to those
events.
Project
It is taken to mean both the operation – maybe again the inquiry – that
takes place over a prolonged time, and the written account after the
project has been finished. The project involves assignments, steps,
timeframes, and timings.

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Case Study
Case studies are often used to test a scenario, position, or person to
generate some concrete results that can then be applied elsewhere. It
is very helpful in establishing an understanding of the working
environment.

Learning Tasks/Activities
Write an insightful essay on Brian Stauffer's published post. Do not
overlook acknowledging some of the authors' works if you might need to use
them for in-depth discussion.

With Millions Out of School, the Countdown Begins to Get All Children
into Quality, Accessible Education
Brian Stauffer
In 2020, you should be watching for the clock ticking on the 10-year
countdown to get all children into education, and to end restrictive,
discriminatory government policies that keep millions out of class.
These policies are rarely seen as what they are: human rights abuses on a
vast scale, which perpetuate inequality and discrimination, and deprive school
children of education—a right fundamental to their development and ability to
demand their rights.
There’s just a decade to go for governments to meet the 2030 Sustainable
Development Goals, adopted by all United Nations Member States in 2015,
with quality education for all one of its main pillars.
According to the United Nations, in 2019, more than 260 million children did
not go to school, with conflict-affected areas particularly hard-hit: around 50
percent of out-of-school children of primary school age live in such areas, and
617 million youth worldwide lack basic mathematics and literacy skills.
Children with disabilities are frequently denied school, overlooked and
uncounted. Girls are particularly vulnerable to dropping out due to sexual
harassment, child marriage, and gender discrimination. Taliban acid attacks
against girls who go to school aren’t even the tip of the iceberg.
Experts have warned about an education “crisis” for over a decade—with
stalling quality and access to education, growing numbers of young people
leaving schools without the skills they need, and large gaps in education
funding. But the leadership needed to resolve it is lacking. Human Rights
Watch reported on governments’ responsibility for an “education deficit” back
in 2005.
To close the education deficit and fulfil the vision of the Convention on the
Rights of the Child (CRC) that entered into force 30 years ago—enshrining
every child’s right to an education and firmly enforcing non-discrimination—
governments must be held accountable for discriminatory educational
policies that deny children the chance to gain skills, break the poverty cycle,
and fully participate—economically and socially—in their societies.

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Girls are being pushed out of school by factors including the high prevalence
of sexual violence and harassment in their communities and schools, gender
discrimination, and child marriage. Girls confront multiple, daily obstacles to
schooling—from school fees and costs to a lack of proper toilets and even
fewer schools for girls than boys—that could be fixed if governments took
action to address them at scale. Human Rights Watch found that schools in
Tanzania, Equatorial Guinea, and Sierra Leone have expelled tens of
thousands of girls who marry or get pregnant, decimating their futures, with
knock-on harms for their children.
Children with disabilities often cannot enroll at all—nearly 50 percent are out
of school, according to the United Nations Children’s Fund, UNICEF. Others
are segregated into institutions that lack any mandate to educate them, as is
still the case in countries including Armenia, Lebanon, Serbia and Russia.
While the CRC protects the right to education, the Convention on the Rights of
People with Disabilities aims at equal and inclusive education system at all
levels.
From Central Europe to Central Asia, three-quarters of 5.1 million children
with disabilities are excluded from quality, inclusive education, UNICEF found.
In Kazakhstan and Iran, government-mandated bodies and medical tests can
exclude children with disabilities from education altogether. Countries like
Nepal have improved accessibility but still isolate children with disabilities in
separate classrooms, with untrained teachers. South Africa claims to have
achieved universal primary enrollment, but its failure to provide inclusive
education is keeping close to 600,000 children with disabilities out of school.
Children don’t only lose access to education during conflict, they do so long
afterwards. In Syria, a one-third of schools are damaged or destroyed, and
many will remain so for years after. Iraq declared victory over the extremist
group ISIS in 2017, but has since blocked tens of thousands of Iraqi children
from going to school because their fathers are suspected ISIS supporters.
Fewer than 15 percent of the thousands of asylum-seeking children contained
by Greece on the Aegean islands can access formal education. Bangladesh
opened its border in 2017 to Rohingya-minority refugees fleeing from horrific
crimes in Myanmar, but has since barred nearly 400,000 children from any
real education because it doesn’t want the Rohingya to stay. And in
Afghanistan, the number of children—especially girls—attending school in
some areas is falling due to worsening violence and donor disengagement.
States are obliged according to international law to use the maximum
available resources to fulfill the fundamental right to education for all
children. But some governments, including those with vast resources, such as
Equatorial Guinea, treat the right to education dismissively, failing to invest or
corruptly squandering resources needed for schooling. Pakistan’s under-
investment in public education has left 22.5 million children out of school,
and hits girls especially hard: 32 percent are not in primary school, compared
with 21 percent of boys, and by Grade 9 (around 14-15 years old), only 13
percent of girls are still in school.
Lack of access to education is too often shunted aside as a “development”
problem that can be fixed with campaigning, poverty reduction programs, and
gradual improvements in quality. But none of that holds water when it comes
to ending harmful and abusive policies.

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While most out-of-school children are in lower-income countries, there are

huge and growing gaps in access and learning in middle- and higher-income
countries, too. The source of the problem is not always poverty, but
entrenched discrimination and sustained exclusion, perpetuated by impunity
for governments that negligently or intentionally keep children out of their
education systems, including through under-investment in education.
This year will be a watershed for the right to education. Getting all children
into quality and accessible education by 2030 will mean holding governments
to account for imposing discriminatory policies that block children’s right to
quality education—committing human rights abuses on a massive scale as
they do so.

Source: Brian Stauffer Human Rights Watch (https://www.hrw.org/world-report/2020/country-

chapters/global-3)

Assessment
Read Randy David's opinion from The Philippine Daily Inquirer, and
write a brief discussion on his views.

The new Chinese migration to the Philippines

By: Randy David - @inquirerdotnetPhilippine Daily Inquirer / 05:25 AM October
25, 2020
The rapid expansion of Philippine offshore gaming operators, better known as
Pogos, under the Duterte administration, has brought into the country an
unprecedented number of young Chinese workers from mainland China. No
other nationality has maintained as pervasive a presence in the online
gambling industry as the Chinese. Even as we never see the gamblers
themselves, the imported workers, who often speak only Chinese, are very
much in our midst.
They mostly keep to themselves, fetched from their sleeping quarters by
shuttle vans every morning, and brought back from their workplaces at night.
On some days, they may be seen in small groups, grabbing a quick breakfast
at a convenience store, or roaming around in shopping malls. Sometimes, we
may encounter them in out-of-town resorts patronized by locals. But, whether
out of fear, shyness, ignorance, or arrogance, they make no attempt to mix or
socialize with Filipinos. And vice versa: Filipinos either eye them suspiciously
or avoid them altogether.
This mutual avoidance only serves to confirm the latent prejudices they may
have against each other. It is difficult to think of any other nationality today
whose presence incites more suspicion and hostility among Filipinos. This is
ironic, and lamentable, because Chinese blood flows in the veins of nearly
every other Filipino. And Chinese Filipinos have been such an integral part of
our society that any differentiation in terms of ethnic origin is normatively
indefensible.
So much of Chinese culture has become part of our way of life that it is
ethnocentric to try to tell which aspect is originally ours and which is foreign.
But, above all, an attitude that goes against the ethic of openness, which has

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made it possible for millions of Filipinos to live and work in other countries, is
plainly hypocritical.
The welcoming gesture seems the only sensible ethic for an age of global
travel, migration, and communication. And yet, it is this norm that is most
greatly imperiled by the current worldwide surge of xenophobia, a byproduct
of the deep inequalities that globalization has spawned and brought into
sharp relief.
It is from this perspective that I view the recent events that led the Philippine
Retirement Authority (PRA) to suspend the processing of special resident
retiree’s visas (SRRVs), in response to apprehensions expressed by some of
our legislators. Sen. Richard Gordon, in particular, has noted with great alarm
the number of “retirees” from China, some as young as 35 years old, who
have been the recipients of these special visas. The PRA has acknowledged
that visas for about 28,000 Chinese retirees have so far been granted. They
constitute 40 percent of all foreign retirees living in the country.
Senator Gordon may sound alarmist for thinking that the presence of so many
Chinese retirees in our country is a “national security concern.” But he comes
from a generation, to which I belong, that was born in the immediate postwar
years. We still remember the stories our parents told us — about the
Japanese who came to our country by the thousands four or five years before
the Japanese invasion. They quietly worked as gardeners, road workers,
farmers, and small businessmen — only to emerge during the Japanese
Occupation as officers in the Japanese Imperial Army.
A number of them were later exposed to have been sent by their government
as spies or as an advance party. But, as shown by the research of Filipino and
Japanese scholars, the Japanese migration into the Philippines, which began
in 1903, was more complex. The majority of the Japanese were real migrants
in search of a better life, though, indeed, many of them were later conscripted
into the Japanese Army.
Could any of the Chinese Pogo workers and retirees now living in the
Philippines be spies? It would be naïve to think that none of them were sent
here to do undercover intelligence work. But that goes for the other
nationalities as well, although in the light of China’s ambitions in the South
China Sea, there is every reason to be vigilant about the massive influx of
Chinese nationals into the country.

I am, however, inclined to believe that most of these Chinese “retirees,”

particularly those between 35 and 50 years of age, are here mainly to do
business. The SRRV is a convenient pass to facilitate their entry and mobility.
Our laws do not prohibit them from pursuing a livelihood or seeking
employment; in fact, the PRA offers to assist them in doing so. We only need
to make sure they are not engaged in illegal activities or businesses while
they are here. Perhaps, we need to review the minimum requirements for
getting a retirement visa periodically. But, one thing we cannot do is
discriminate against certain nationalities.
What worries me more is the steady inflow of Chinese Pogo workers. First,
because they are here working in an industry that their government officially
prohibits. Second, because the entry into the country of many of them, as
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Sen. Risa Hontiveros’ inquiry, has shown, is being facilitated by corrupt

government personnel and human traffickers. Thus, no one has any idea how
many such workers there are in the country at any given time. Finally, because
of how the Pogo business itself is organized, trouble between these
overworked young Chinese workers and locals is bound to erupt sooner or
later.

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Lesson 7.2: Research Proposals

Lesson Summary
The lesson includes some details about the different genres and how
students can decide which one to compose. In addition, the content of the
lesson will encourage them to know how the various genres are arranged,
which would help develop their writing skills.

Learning Outcomes
At the end of the lesson, the students are able to:
1. Distinguish the content and form of scholarly papers; and
2. Write a research proposal on the grounds of their specific field.

Motivation Question
What do you think are the attributes of an excellent research paper?

Discussion
While you are in university, you might be asked to write a research
paper, such as an end-of-year assignment or a final year thesis. The proposal
aims to show how you plan to deal with the study and whether you have
considered the practicalities. Your professor would like you to make sure that
you have adequately prepared for your thesis.
The plan is expected to contain the following:
• Preliminary Title: What is the subject/topic? What is/are the
research problem(s)?
• What exactly are you hoping to show? What is the intention of
your task?
• Describe your concern? Why is research so essential? State
why this issue is significant and what problems you see that
still need to be addressed.
• What do you understand about this particular topic? The
concept should start giving context to the subject area in
which the study is based. It should describe the fundamental,
theoretical, and realistic problems that it wants to resolve. It
should be supported with relevant published studies and end
with an example of the issue that your study can fix.

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• How is the work to be carried? A definition of the proposed

study methods or technique should be defined here. A chart or
Gantt map may be helpful in this area.
• What resources are needed? What are the repercussions of the
proposed research on facilities, library services, etc.?
• How are the results to be used? Definition of how the results of
the study will be used and forwarded to others. A preliminary
readings list will give you a sense of the task you have done
and the things you need to do.

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Organization of the Research Proposal

Preliminaries

Title

Brief description of research proposal

Purpose

Description in detail on what you want to find out

Justification

Argument to justify your research

Literature of Review

Report of the previous research

Examples of previous research

Evaluation of previous research

Method

Description of your proposed research methodology

Description of your time-frame

Description of how you intend to do this in the time

Description of resources

Dissemination

Description of how the findings will be used

Evaluation of this use

Reading list

List of references plus other books you might find useful

End matter

Figure 33. Typical Stages involved in a research proposal

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Literature Review
Review articles can be part of a broader writing piece, including an
expanded academic paper, essay, or dissertation, or they might stand alone.
Carefully look at what you will be compelled to do. Any research that you
carry out cannot be solely based on your results but must be placed within
the framework of what is already understood about the subject in question.
This background is laid out in the literature review.
• Find out the important knowledge and studies first.
• Review the related articles, correctly cited, who discovered out what,
why, and how the subject was tested. Note, the reader is going to ask
why you have presented this specific piece of research here.
• It is not enough to summarize what someone else said: you have to
organize and review it.
• You could also defend its presence.
• You are evaluating here the approaches that have been used which
apply to your research.
• Finish with a point, clarify how the study can cover the gap left
preceding fieldwork.
The key goal of the literature review is to clarify your study. You do it by
highlighting the information to demonstrate a lack of understanding in which
you can fill.

Learning Tasks/Activities
Read one research article from a well-known scientific journal, and
identify the critical features that make you believe this is a good research
paper.

Assessment
Write a research proposal with your topic of interest. Create a title for your
proposed research, and give at least three (3) objectives.

Instructions on how to submit student output

There are three ways you can submit your output:
1. Submit through our Virtual Classroom. Please standby for an important
announcement about the deadline.
2. You can submit through electronic mail. Many teachers who will be
handling this subject. Make sure to secure the e-mail address of your
instructors/professors.
3. Printed Materials (Through Kiosks or Drop-off points). Put your outputs
inside a sealed A4 enveloped. Write this information outside the envelope.
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To: Name of your Instructor

DLABS, VSU, Visca, Baybay City, Leyte, 6521-A
Comm 11. Module 1 Lesson 1 Output
From: Your Full Name and Address

Module Post-test

Directions: Place a check (√) on the line if you agree to the statement and (0)
if you disagree with the information.
__________1. Writing involves knowledge and skills to make your thoughts
understandable.
__________2. Diction is a prerequisite in writing to make your thoughts sound
and valuable.
__________3. Research does not involve references.
__________4. Academic writing enables you to write any sort of research
subject.
__________5. Structure, information, and other principles shall be observed in
writing in the research paper.

References and Additional Resources

Gurak, L. (2013). Strategies for Technical Communication in the Workplace

(3rd ed.). Pearson.
Gillet, A., Hammond, A., & Martala, M. (2009). Inside Track. Successful
Academic Writing. Pearson.

Answers to Pretest

1.NO
2.YES
3. NO
4.NO
5. YES

Answers to Post-test

1.√
2.√
3.0
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4.√
5.√

Page 175 of 201

ABRIDGED OUTCOMES-BASED TEACHING-LEARNING SYLLABUS

1st Semester SY 2020 – 2021

Comm11: Purposive Communication

Class Schedule

Name of the Program GENERAL EDUCATION COURSE

Course Code Comm 11
Course Title Purposive Communication
Pre-requisite None
Co-requisite None
Credit Three units
Semester Offered 1st semester
Number of hours 54 hours
Course Description Purposive Communication is a three-unite 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 for 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.

Course Outcomes CO1: Describe the essence, components, and functions of verbal
and nonverbal communication

CO2: Explain the cultural and global problems influence

communication in various multicultural contexts.

CO3: Critically evaluate multi-modal texts on their use of

language, appropriateness of chosen text based on culture and
social meaning, academic structure, and effectiveness as a
medium of communication.

CO4: Write effective communication materials using available

technology that adopts intercultural awareness and global
settings.

CO5: Write an academic paper using appropriate tone, style,

conventions and reference styles.

Page 176 of 201

Course Content Plan

Week Topic Learning Task Assessment Schedule of
Task Submission
Class Orientation
Abridged OBTL Virtual Meeting #
Course Syllabus 1:
Q & A for
Class Policies clarification, setting
of expectations,
Requirements and getting-to-
know-each other
Submitted output
such as: Class interaction

Essays Sharing of Ideas

Multimodal Projects Feedbacks

Political VSU E-Learning

Analysis/Research Portal # 1:
Papers Familiarization of
the virtual
Resume classroom
Job Application
1
Letters
(September
1, 2020)

Grading System and

Activities

Quizzes-25%
Submitted outputs-
40%
Examination-35%

Learning Guide /
Instructional
Workbook /
Laboratory Manual

Submission of
requirements

CO1. Describe the essence, components, and functions of verbal and nonverbal
communication, and explain how cultural and global problems influence communication in
various multicultural contexts.

Page 177 of 201

Module # 1: VSU E-Learning

Effective Portal # 2:
Communication Note-taking
Skills
Downloading
resource materials

Independent study

Lesson # 1.1: Argumentative Due:

Communication Essay September
Process as a Social 15, 2020
Practice
2
Lesson # 1.2: Comparative
(September 8,
Communication in Essays
2020)
Academic Settings

Lesson # 1.3 Public Service Due:

Principles of Announcement September
Communication Analysis 15, 2020

Lesson#1.4 Virtual Meeting # Quiz on the

Communication 2: Class interaction issues and
Ethics ethics in
Sharing of Ideas communication

Feedbacks
CO2. Explain the cultural and global problems influence communication in various
multicultural contexts.
Module # 2: VSU E-Learning
Communication and Portal # 2:
Globalization
Lesson # 2.1: Identification of Due:
Globalization the right September
concept of 22, 2020
Globalization
Lesson # 2.2: Local Essay Due:
& Global Quiz September
Communication in 22, 2020
Multicultural Settings
Lesson# 2.3: Collection of
Varieties & data relating to
Registers of Spoken the various
and Written social registers
Language

Page 178 of 201

Course Assessment and Evaluation

Item Percentage Individual Task
Assessment Tasks No. of Times
No. Contribution % Contribution
1 Quizzes (Q) 15% 4 3.75/Q
2 Learning Task (LT) 35% 20 1.75/LT
3 Term Examination (TE) 20% 1 20/TE
4 Project (Pr) 30% 1 30/Pr

Grading System (60% Passing)

Range Grade Range Grade
96-100 1.00 68 - 71 2.50
92-95 1.25 64 - 67 2.75
88-91 1.50 60 - 63 3.00
84-87 1.75 50 - 59 3.25
80-83 2.00 40 - 49 3.50
76-79 2.25 30 - 39 4.00
72-75 2.50 01 - 29 5.00

Course Policies

a. The official virtual classroom is VSU E-Learning Portal

(https://elearning.vsu.edu.ph ). A class orientation will be done in relation to the
use and navigation of the platform.

b. ZOOM or Google Meet will be used for web-conferencing and real-time class
meetings. Username and password link will be posted in VSU E-Learning Portal.

Attending the virtual meeting is highly - encouraged but not compulsory. If you
cannot attend due to internet connection limitation, there is no problem. Just keep
up with the lessons and do all the necessary exercises that is required of you.

The virtual meeting is our avenue for synchronous learning. Class interaction and
participation is encouraged, sharing of ideas, feedbacking of your outputs and
other related concerns in the subject will be done during this time.

c. All requirements will be submitted preferably through the VSU E-Learning Portal /
email but if internet connection is not stable or you do not have an internet
connection. You may send your exercises to the office through a courier.

The office address is DEPARTMENT OF LIBERAL ARTS AND BEHAVIORAL

SCIENCES, COLLEGE OF ARTS AND SCIENCES, Visayas State University,
Baybay City, Leyte, Philippines.

Page 179 of 201

d. Quizzes is set on VSU E-Learning Portal. All quizzes are announced and will open
every after a topic has been discussed. You have one week to comply with the
quiz and answer it anytime you think that you are ready.

e. The Learning Guide / Instructional Workbook / Laboratory Manual in PURPOSIVE

COMMUNICATION will be our official instructional material in this subject. It will
serve as your guide for the whole semester. Whether you have internet connection
or not, use it.

f. In the submission of exercises, there are no deduction for late submissions.

g. Term Examinations are ___________. It will be done in either of the following:

1) With internet connection: VSU E-Learning Portal or through email

2) Without/not stable internet connection: Answers can be sent through a courier.

h. If you have any inquiries/clarifications, you may contact the course instructor
during official class schedule; Monday to Friday only.

i. University policies are strictly followed. Please be guided accordingly.

j. Lastly, as we embark in this “new normal”. Let us have an open mind and heart as
we adjust in this new way of delivering the teaching-learning process and still
continue to aim for quality in education.

This class policy serves as our written agreement for the whole semester. If there are any
changes to enhance the class learning opportunity within the semester, it will be
communicated accordingly.

Instructor/Professor Information
Name of Instructor/Professor DAISY P. ACORITAY
Office and Department DEPT. OF LIBERAL ARTS AND BEHAVIORAL
SCIENCED
Telephone/Mobile Numbers (63)9955066503
Email Address [email protected]
Consultation Time Thursday 2-4 pm

Page 180 of 201

Vision: A globally competitive university for science, technology, and environmental conservation.
Mission: Development of a highly competitive human resource, cutting-edge scientific knowledge TP-IMD-02
V0 07-15-2020
and innovative technologies for sustainable communities and environment.
No. DLABS-IM-002
Name of Instructor/Professor WINDY PAULA INTO
Office and Department DEPT. OF LIBERAL ARTS AND BEHAVIORAL
SCIENCED
Telephone/Mobile Numbers (63)771103488
Email Address [email protected]
Consultation Time Thursday 2-4 pm

Name of Instructor/Professor JENNIFER T. MALANGUIS

Office and Department DEPT. OF LIBERAL ARTS AND BEHAVIORAL
SCIENCED
Telephone/Mobile Numbers (63)9158212792
Email Address [email protected]
Consultation Time Thursday 8-10 AM

Name of Instructor/Professor RIZA MAE L. MANINGO

Office and Department DEPT. OF LIBERAL ARTS AND BEHAVIORAL
SCIENCED
Telephone/Mobile Numbers (63)9171589932
Email Address [email protected]
Consultation Time Wednesday 1-4 pm

Name of Instructor/Professor DANIEL JOSEPH T. TAN

Office and Department DEPT. OF LIBERAL ARTS AND BEHAVIORAL
SCIENCED
Telephone/Mobile Numbers (63)9265986457
Email Address [email protected]
Consultation Time Friday 8-10 am
DEPARTMENT OF
DEPARTMENT OF LIBERAL AND BEHAVIORAL SCIENCES
College of Arts and Sciences

For inquiries, contact:

JETT C. QUEBEC, Ph.D.

[email protected] • [email protected]
(053) 525 0346 Local 1028

Use this code when referring to this material:

TP-IMD-02 v0 07-15-20 • No. DLABS-IM-002

Visca, Baybay City, Leyte

Philippines 6521
[email protected]
+63 53 565 0600

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