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At the end of this chapter, the students are expected to:

1. Describe the nature, elements, and functions of verbal
and non- verbal communications in various and multi-
cultural contexts,
2. Explain how cultural and global issues affect
communication, and
3. Appreciate the impact of communication on society
and the world.

OVERVIEW

If you think there is anything important in your life that does not involve
communication, leaf idly through this book and see if it makes you challenge your
first thought. It will take only a couple of minutes, and then you can put the book
back on the shelf. In reality we do not think you will be able to come up with any
aspect of life that does not involve communication and that would not be made
better by your ability to understand communication more thoroughly. We are
passionate about the study of communication, and we believe very strongly that
you can benefit from knowing more about how communication works. We wrote
this book partly because we believe that everyone needs to know something
about communication.

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Lesson 1 Communication Theories and Models

GETTING STARTED

Read and understand the text “Emile and Irene Hirsch” which will be posted in
your Google classroom and answer the questions that follow:

1. Based on the text, why do we act the way we do?

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_____________________________________________________________________
_____________________________________________________________________
2. Why do we argue about some things and not about others?
_____________________________________________________________________
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_____________________________________________________________________
3. Why are we successful in communicating sometimes and not at the
other times?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

READING SHOP

Communication is a very interesting topic to be discussed, previously

those confusions along with the term had finally answered, and another
figure and body of knowledge were added to the memory bank such terms
were creatively elaborated like the verbal communication, non-verbal
communication, the types of communication such as intrapersonal,
interpersonal, extended, organizational, intercultural, and the purpose and
style of communication. In a nutshell, the terms are crucial to restate and
to know the function in the field of communication.

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There are many conceptual models for human communication but you will be
exposed to only four.

These are Aristotle’s model, Laswell’s model, Shannon-Weaver’s model; and

David Berlo’s Model of Communication

Aristotle’s Communication Model

Aristotle, a great philosopher initiative the earliest

mass communication model called “Aristotle’s
Model of Communication”. He proposed a model
before 300 B.C who found the importance of the
audience role in the communication chain in his
communication model. This model is more focused
on public speaking than interpersonal
communication.

Aristotle Model of Communication is formed with 5 basic elements

(i) Speaker, (ii) Speech, (iii) Occasion, (iv) Audience and (v) Effect.

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Aristotle advises speakers to build speech for different audiences at a

different time (occasion) and for different effects.

Note that the speaker variable here is very important. Without the speaker, there
will be no speech to be produced. Depending on the profile of the speaker adjusts
his or her speech. Some considerations for the audience demographics are age,
sex, background, culture, race, religion, gender, social and economic status, and
political orientation or inclination, among others. Even beliefs, views, and attitudes
also play an important role when talking about audience consideration since
oftentimes, the audience brings these with them when they decode the message
in any given situation.

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In 1948, Harold Dwight Laswell describes communication as being focused

on the following W’s: who says what in which channel to home and with
what effect as seen in the model below:

The whole process of communication begins with the communicator ( who

) sending out the message ( what ) using a medium( in which channel ) for
a receiver ( to whom) experiencing an effect afterward. The process may
be analyzed through the content sent, the medium used, as well as the
effect on the rose plant of the message.

While this model is similar to Aristotle’s in the sense that both are linear and
have the same components, Laswell also differs in that there are five
variables involved with the addition of two: medium and effect.

Claude Elwood Shannon and Warren

Weaver’s model of communication was
introduced in 1949, a year after Laswell’s for
Bell Laboratories.

This model is specially designed to develop

effective communication between the
sender and the receiver. Also, they find factors

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which affecting the communication process called “Noise”. At first, the

model was developed to improve the Technical communication. Later it’s
widely applied in the field of Communication.

The model deals with various concepts like Information source, transmitter,
Noise, channel, message, receiver, channel, information destination,
encode, and decode.

David Kenneth Berlo (1929 — February 23, 1996)

was an American communications theorist. He
taught at Michigan State University and later
served as president of Illinois State University. He
proposed the:

BERLO’S COMMUNICATION MODEL

Berlo’s SMCR Model of Communication represents

the process of communication in its simplest form.
The acronym SMCR stands for Sender, Message,
Channel, and Receiver. Berlo’s SMCR Model of

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Communication describes the different components that form the basic

process of communication. Because this communication tool also
emphasise the coding and decoding of the message, it can be used for
more efficient communication. (Janse, 2019)

Berlo’s model follows the SMCR model. This model is not specific to any
particular communication. Berlo’s model includes a number of factors
under each of the elements:

Source: The source is situated where the message originates.

Linear Model of Communication

The linear model of communication describes communication as a linear, one-

way process in which a sender intentionally transmits a message to a receiver (Ellis
& McClintock, 1990). This model focuses on the sender and message within a
communication encounter. Although the receiver is included in the model, this
role is viewed as more of a target or end point rather than part of an ongoing

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process. We are left to presume that the receiver either successfully receives and
understands the message or does not. The scholars who designed this model
extended on a linear model proposed by Aristotle centuries before that included
a speaker, message, and hearer. They were also influenced by the advent and
spread of new communication technologies of the time such as telegraphy and
radio, and you can probably see these technical influences within the model
(Shannon & Weaver, 1949). Think of how a radio message is sent from a person in
the radio studio to you listening in your car. The sender is the radio announcer who
encodes a verbal message that is transmitted by a radio tower through
electromagnetic waves (the channel) and eventually reaches your (the
receiver’s) ears via an antenna and speakers in order to be decoded. The radio
announcer doesn’t really know if you receive his or her message or not, but if the
equipment is working and the channel is free of static, then there is a good
chance that the message was successfully received.

Figure 1.2.2
This graph illustrates the linear model of communication.

Although the linear model may seem simple or even underdeveloped to us

today, the creation of this model allowed scholars to examine the
communication process in new ways, which eventually led to more
complex models and theories of communication that we will discuss more
later. This model is not quite rich enough to capture dynamic face-to-face
interactions, but there are instances in which communication is one-way
and linear, especially computer-mediated communication (CMC). CMC is
integrated into many aspects of our lives now and has opened up new
ways of communicating and brought some new challenges. Think of text

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messaging for example. The linear model of communication is well suited

for describing the act of text messaging since the sender isn’t sure that the
meaning was effectively conveyed or that the message was received at
all.

Interactional Model of Communication

The interactional model of communication describes communication as a

process in which participants alternate positions as sender and receiver
and generate meaning by sending messages and receiving feedback
within physical and psychological contexts (Schramm et al., 1997). Rather
than illustrating communication as a linear, one- way process, the
interaction model incorporates feedback, which makes communication a
more interactive, two- way process. Feedback includes messages sent in
response to other messages. For example, your instructor may respond to a
point you raise during class discussion or you may point to the sofa when
your roommate asks you where the remote control is. The inclusion of a
feedback loop also leads to a more complex understanding of the roles of
participants in a communication encounter. Rather than having one
sender, one message, and one receiver, this model has two sender-
receivers who exchange messages. Each participant alternates roles as
sender and receiver in order to keep a communication encounter going.
Although this seems like a perceptible and deliberate process, we alternate
between the roles of sender and receiver very quickly and often without
conscious thought.

Figure 1.2.3
This graph illustrates the interactional model of communication.

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The interactional model is focused on both the message and interaction.

While the linear model focused on transmitting a message, the interactional
model is more concerned with the communication loop itself. Feedback
and context help make the interactional model a more accurate
illustration of the typical communication process, and is a powerful tool that
helps us understand communication encounters.

Transactional Model of Communication

As the study of communication progressed, models expanded to account

for more of the communication process. Many scholars view
communication as more than a process that is used to carry on
conversations and convey meaning. We don’t send messages like
computers, and we don’t neatly alternate between the roles of sender and
receiver as an interaction unfolds. We also can’t consciously decide to stop
communicating, because communication is more than sending and
receiving messages. The transactional model differs from the linear and
interactional models in significant ways, including the conceptualization of
communication, the role of sender and receiver, and the role of context
(Barnlund, 1970).

To review, each model incorporates a different understanding of what

communication is and what communication does. The linear model views
communication as a thing, like an information packet, that is sent from one
place to another. From this view, communication is defined as sending and
receiving messages. The interactional model views communication as an
interaction in which a message is sent and then followed by a reaction
(feedback), which is then followed by another reaction, and so on. From
this view, communication is defined as producing conversations and
interactions within physical and psychological contexts. The transactional
model views communication as integrated into our social realities in such a
way that it helps us not only understand them but also create and change
them.

The transactional model of communication describes communication as a

process in which communicators generate social realities within social,
relational, and cultural contexts. In this model, we don’t just communicate
to exchange messages; we communicate to create relationships, form
intercultural alliances, shape our self-concepts, and engage with others in

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dialogue to create communities. In short, we don’t communicate about

our realities; communication helps to construct our realities.

The roles of sender and receiver in the transactional model of

communication differ significantly from the other models. Instead of
labeling participants as senders and receivers, the people in a
communication encounter are referred to as communicators. Unlike the
interactional model, which suggests that participants alternate positions as
sender and receiver, the transactional model suggests that we are
simultaneously senders and receivers. For example, on a first date, as you
send verbal messages about your interests and background, your date
reacts nonverbally. You don’t wait until you are done sending your verbal
message to start receiving and decoding the nonverbal messages of your
date. Instead, you are simultaneously sending your verbal message and
receiving your date’s nonverbal messages. This is an important addition to
the model because it allows us to understand how we are able to adapt
our communication—for example, a verbal message—in the middle of
sending it based on the communication we are simultaneously receiving
from our communication partner.

Figure 1.2.4
This Graph illustrates the transaction model of communication.

The transactional model also includes a more complex understanding of

context. The interaction model portrays context as physical and
psychological influences that enhance or impede communication. While
these contexts are important, they focus on message transmission and
reception. Since the transaction model of communication views
communication as a force that shapes our realities before and after
specific interactions occur, it must account for contextual influences
outside of a single interaction. To do this, the transactional model considers

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how social, relational, cultural, and physical contexts frame and influence
our communication encounters.

 Social context refers to the stated rules or unstated norms that guide
communication. As we are socialized into our various communities, we
learn rules and implicitly pick up on norms for communicating. Some
common rules that influence social contexts include don’t lie to people,
don’t interrupt people, don’t pass people in line, greet people when they
greet you, thank people when they pay you a compliment, and so on.
Parents and teachers often explicitly convey these rules to their children or
students.
 Relational context includes the previous interpersonal history and type of
relationship we have with a person. We communicate differently with
someone we just met versus someone we’ve known for a long time. Initial
interactions with people tend to be more highly scripted and governed by
established norms and rules, but when we have an established relational
context, we may be able to bend or break social norms and rules more
easily. For example, you would likely follow social norms of politeness and
attentiveness and might spend the whole day cleaning the house for the
first time you invite your new neighbors to visit. Once the neighbors are in
your house, you may also make them the center of your attention during
their visit.
 Cultural context includes various aspects of identities such as race, gender,
nationality, ethnicity, sexual orientation, class, and ability. We will learn
more about these identities in other chapters, but for now it is important for
us to understand that whether we are aware of it or not, we all have
multiple cultural identities that influence our communication. Some people,
especially those with identities that have been historically marginalized, are
regularly aware of how their cultural identities influence their

TALKING IT OVER

1. Is there a way to understand Emily and Irene Hirsh ’communication

behavior using a theory?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

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2. Cite some instances when you think like a theorist in your daily
conversation?
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_____________________________________________________________________
3. How does a theory contribute to a conceptualization of a model
specifically on communication?
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_____________________________________________________________________

MAKING IT FOR YOU

Create an example of a communication model of a specific communication

theory discussed.

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WRITING ABOUT YOUR THOUGHTS

Write an example of a situation (like that Emily and Irene Hirsch’s) that shows an
example of a conflict or communication behavior. Use a theory discussed to
explain the communication phenomenon.

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LESSON 2 ELEMENTS IN COMMUNICATION

GETTING STARTED

Think about communication in your daily life. When you make a phone call,
send a text message, or like a post on Facebook, what is the purpose of that
activity? Have you ever felt confused by what someone is telling you or argued
over a misunderstood email?

The underlying issue may very well be a communication deficiency. There are
many current models and theories that explain, plan, and predict
communication processes and their successes or failures. In the workplace, we
might be more concerned about practical knowledge and skills than theory.
However, good practice is built on a solid foundation of understanding and skill.

READING SHOP

Defining Communication

The word communication is derived from a Latin word meaning “to share.”
Communication can be defined as “purposefully and actively exchanging
information between two or more people to convey or receive the intended

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meanings through a shared system of signs and (symbols)” (“Communication,”

2015, para. 1).

Let us break this definition down by way of example. Imagine you are in a coffee
shop with a friend, and they are telling you a story about the first goal they scored
in hockey as a child. What images come to mind as you hear their story? Is your
friend using words you understand to describe the situation? Are they speaking in
long, complicated sentences or short, descriptive sentences? Are they leaning
back in their chair and speaking calmly, or can you tell they are excited? Are they
using words to describe the events leading up to their big goal, or did they draw
a diagram of the rink and positions of the players on a napkin? Did your friend
pause and wait for you to comment throughout their story or just blast right
through? Did you have trouble hearing your friend at any point in the story
because other people were talking or because the milk steamer in the coffee
shop was whistling?

All of these questions directly relate to the considerations for communication in

this course, including analyzing the audience, choosing a communications
channel, using plain language, and using visual aids.

Before we examine each of these considerations in more detail, we should

consider the elements of the communication process.

The Communication Process and Elements:

The communication
process includes the
steps we take in order to
ensure we have
succeeded in
communicating. The
communication process
comprises essential and
interconnected elements
detailed in Fig. 1.2.1. We
will continue to reflect on
the story of your friend in
the coffee shop to explore each element in detail.

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Fig. 1.2.1 the communication process by Laura Underwood

Source: The source comes up with an idea and sends a message in order to share
information with others. The source could be one other person or a group of
people. In our example above, your friend is trying to share the events leading up
to their first hockey goal and, likely, the feelings they had at the time as well.

Message: The message is the information or subject matter the source is intending
to share. The information may be an opinion, feelings, instructions, requests, or
suggestions. In our example above, your friend identified information worth
sharing, maybe the size of one of the defence players on the other team, in order
to help you visualize the situation.

Channels: The source may encode information in the form of words, images,
sounds, body language, and more. There are many definitions and categories of
communication channels to describe their role in the communication process,
including verbal, non-verbal, written, and digital. In our example above, your
friends might make sounds or use body language in addition to their words to
emphasize specific bits of information. For example, when describing a large
defense player on the other team, they may extend their arms to explain the
height of the other team’s defense player.

Receiver: The receiver is the person for whom the message is intended. This person
is charged with decoding the message in an attempt to understand the intentions
of the source. In our example above, you as the receiver may understand the
overall concept of your friend scoring a goal in hockey and can envision the
techniques your friend used. However, there may also be some information you
do not understand—such as a certain term—or perhaps your friend describes
some events in a confusing order. One thing the receiver might try is to provide
some kind of feedback to communicate back to the source that the
communication did not achieve full understanding and that the source should try
again.

Environment: The environment is the physical and psychological space in which

the communication is happening (Mclean, 2005). It might also describe if the
space is formal or informal. In our example above, it is the coffee shop you and
your friend are visiting in.

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Context: The context is the setting, scene, and psychological and psychosocial
expectations of the source and the receiver(s) (McLean, 2005). This is strongly
linked to expectations of those who are sending the message and those who are
receiving the message. In our example above, you might expect natural pauses
in your friend’s storytelling that will allow you to confirm your understanding or ask
a question.

Interference: There are many kinds of interference (also called “noise”) that inhibit
effective communication. Interference may include poor audio quality or too
much sound, poor image quality, too much or too little light, attention, etc. In our
working example, the coffee shop might be quite busy and thus very loud. You
would have trouble hearing your friend clearly, which in turn might cause you to
miss a critical word or phrase important to the story.

Those involved in the communication process move fluidly between each of

these eight elements until the process ends.

TALKING IT OVER

1. How are these elements important in the process of communication?

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2. What other terminologies can represent the sender? The receiver?

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__________________________________________________________________

3. Explain the text below.

“The speaker conveys a message through words and action, but the
audience gives to that message through its own thought processes.”

Source: Nelson, 2014,p.9

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MAKING IT WORK FOR YOU

Prepare a 3-5 minutes moviemaker presentation on the topic discussed and

post it in our Facebook Group Page.

WRITING ABOUT YOUR THOUGHT

Create a table that lists the qualities or attributes of a good speaker/ listener
and effective message/ channel. Be guided by the illustration below:

SPEAKER LISTENER MESSAGE CHANNEL

A good speaker… A good listener… An effective An effective
message… is channel… is
demonstrates is keen to every simple and direct appropriate to a
clarity to what detail of the to the point. particular
he/she says. message being message
delivered. delivered.

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LESSON 3 FUNCTIONS OF COMMUNICATION

GETTING STARTED

Read the poem “Communication is the Key” by Karen Hamilton, which will
be sent in your Google Classroom and answer the questions that follow:’

1. Why is the poem entitled, “Communication is the Key”?

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2. Why do we communicate?

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________________________________________________________________________
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3. What does the last stanza tell about communication?

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READING SHOP

We need to identify these major functions in order for us to know how to use them
in various time, place and situations that depends on the proper and appropriate
way to speak and the outcome of that way.

These functions stresses on how humans use language for different purposes. It
also focuses on how language is affected by different, time, place and situation.

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The Four Basic Communication Functions

There are four functions: regulation or control, social interaction, motivation, and
information.

 Regulation or Control – this is used in order to literally regulate or control the

behavior of people. It is also utilized to regulate the nature and number of
activities that people engage in. For example:
o “Clean the room, then you can go to the mall.”
o “She’s single now. Go for it”
o “Can you please tone your voice down? It’s too loud.”
 Social Interaction – this function is utilized to make social relationships. this is
also used to form bonds, intimacy, relations, and connections with others.
For example:
o “Let’s go out to have some coffee”
o “It’s nice to meet you. How do you do?”
o “I am thankful that you are all here in this trip.”
 Motivation – this is used to power up preferences, desires. needs, wants,
decisions, goals, and strengths. For example:
o “I need you in my life”
o “I must trim down my weight for her”
o “We need to be proactive and stop procrastinating.”
 Information – This function is used for grabbing and sharing information. For
example:
o “Where can I get my license?”
o “Is there any other way for me to break free from this pain?”
o “You can find the bathroom right next to this door”

We all communicate for a variety of reasons. Sometimes we want to get

something or relay information or even share an experience. Individuals with ASD
also communicate for a variety of reasons. It is important to understand the
functions of communication so that we can teach students with ASD to
communicate for different reasons so they can also have their wants and needs
met and be more independent.

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Below you will see a table that includes different functions along with a brief
description and examples

Function Explanation Examples

To Request Communicates a desire for someone to Points to an object and says its name:
(Mand) give an object, perform a service, or give "Cookie" or gives an approximation: "ee-
permission to take an object or to do ee".
something.  Pulls teacher to the closet to show where
a desired item is and says, "Want puzzle."
 Touches object and looks for consent to
play with it.
 Uses a word or phrase to indicate wants or
needs: "Bathroom" (when wanting to use
the bathroom).

To  Touches teacher on shoulder.

Get Communicates a desire to have someone's
Attention attention when not already getting it or to Says, "Mom" to get her attention.
maintain someone's attention.  Vocalizes sharply and repeatedly until
teacher looks and responds.
 Says, "Excuse me."

 Pushes juice away.

To Refuse / Rejects objects offered, rejects the action
Reject of someone, or refuses to comply with a Says "no."
request.  Says "stop."
 Shakes head "no."
 Throws items away from him/herself.

To Points out characteristics of self, other Holds up object to show someone.

Comment  Says, "That's my coat."
people, or objects that are readily apparent
to the listener and pertain to the Tells teacher, "Finished" (when teacher is
immediate environment. watching).
 Says, "Up" (as someone climbs a ladder to
indicate what that person is doing).
 "Jane's pushing the truck" (pointing at
Jane who is pushing a toy truck).

To Give Communicates to someone something  Student says "I watched TV last night"
Information that is not obvious to that person. May  Student asks, "Do you like peas?" and the
involve reporting on an activity of self or other answers, "Yes."
another that happened in the past or is Teacher asks, "Where did you put your
expected to happen in the future. It also pennies?" and the student points to the
may involve answering a question for place where the pennies are
information that the person asking it does
not know.

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To Seek Communicates a desire for someone to Student asks, "When lunch?"

Information give needed or wanted information.  Student searches for an object and looks
to the teacher for information.
 Student asks where an item is located.
 Student asks for clarification.

 Takes someone's hand and puts it on a part

To Express Communicates own physical or emotional
Feelings feelings such as likes or dislikes. of his body that is hurt.
 Says or signs, "angry."
 Says, "stomach hurts."
 Student retrieves a routine item such as a
band-aid.

Social Communication within the context of Says "hi" or "bye."

Routines typical situations.  Says or signs, "Thank you."
 Asks "How are you?" or replies "I'm fine."

 Choosing a particular activity.

To Make a Indicates which option they prefer or don't
Choice prefer.  Says, "I'd rather play this game."
 Choosing reinforcement.
 Pushes away an item presented to them
that is non-preferred.
 Choosing a preferred item.

To Give a Communicates to someone else what to Signs, "Sit down."

Direction do.  Says, "Throw that away."
 Says, "Listen to me."
 Says, "Come here."

To Communicates a position to someone in Tells someone their position and provides

Influence order to try to have that person agree. evidence of why they are right.
or Persuade  Provides factual information and
opinions.

To Warn Communicates danger or concern  to Says, "Be careful."

another person.  Says, "Don't drink that."
 Says, "Stand back."
 Gesturing to stop.

To Communicates encouragement  Says, "You're doing great!"

and
Motivate or positive feedback.  Says, "You can do it!"
Encourage

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TALKING IT OVER

1. Which of these functions of communication are the most important to

you? Why?

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_____________________________________________________________________
_____________________________________________________________________

2. Explain why communication is the key to humanness?

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_____________________________________________________________________

3. Why do you think understanding is the heart of communication?

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_____________________________________________________________________
_____________________________________________________________________

MAKING IT WORK FOR YOU

With your family or relative, present a 3-5 minute role play that shows a
function of communication. Present your output through posting it in our
Facebook Group Page.

WRITING ABOUT YOUR THOUGHT

Write a short essay on the topic, “Why do we communicate?” Use the blank
sheet for your output.

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LESSON 4 COMMUNICATION ETHICS

GETTING STARTED

Read the definition of ethics and answer the questions that follow.
Ethics refers to the principles of conduct governing an individual or a
group; professional ethics; a guiding philosophy; a consciousness of moral
importance (Merriam Webster Dictionary).

Ethical communication is a type of communication that is predicated upon

certain business values, such as being truthful, concise, and responsible with one’s
words and the resulting actions.

1. How do you think this definition of ethics relates to communication as

a phenomenon?

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2. How do you define communication ethics based on this definition?

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READING SHOP

Ethical Communication Defined

Ethical communication is a type of communication that is predicated upon

certain business values, such as being truthful, concise, and responsible with one’s
words and the resulting actions. As a set of principles, ethical communication
understands that one’s thoughts must be conveyed and expressed effectively
and concisely, and that the resulting actions or consequences will [potentially]

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be based solely on how the message was communicated. Thus, ethical

communication defines a framework or set of acceptable communication
principles that align with an enterprise’s overarching code of conduct or code of
ethics.

While hard skills are invaluable in any industry, there is a greater knowledge
among SMEs - and larger enterprises - that soft skills and emotional intelligence
are just as important in establishing effective workplace relationships that can
produce results. While logical intelligence denotes one’s cognitive brainpower,
emotional intelligence is based on an empathetic ability to understand people,
which relates to having the ability to effectively communicate with people. Soft
skills represent the other side of an employee’s personal skill set, and encompasses
a group of workplace competencies focusing on working well with others -
including the most critical soft skill, which is the skill of communication. And while
there are many different types of communication principles that businesses need
to know about, ethical communication is the most important.

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Fundamentals of Ethical Communication

Perhaps the main principle of ethical communication is honesty, as other

factors stem from this core value of presenting information in the most reliable and
factual way possible. Any attempt to mislead or present confusing information is
not ethical communication. Additionally, the “honesty” principle of ethical
communication is linked inexorably to other core principles - consistency and
responsibility. This entails that information presented to different parties be
consistent, and that short-term and long-term consequences of honest
communication are to be accepted as one’s responsibility.

Ethical communication also assumes that communicated information is

always presented (and received by the listener) according to one’s subjective
perception, even if only in the most minimal way, and thus the goal of ethical
communication is to be as objective as possible when communicating with others
and to ensure that every recipient receives the same message.

Openness and Transparency

Truthfulness & honesty is the most core principle of ethical communication.

This means that speaking 99 percent of the truth in a matter - while leaving out
one percent of the facts - is not ethical communication, as omitting any detail
(intentionally) changes the way that a listener will perceive an event. Thus, being
100 percent open and transparent, and hiding nothing, is key in order for all
business relationships - whether within a business between its members, or with
business and their partners, or even customers - to succeed in the short term and
long term.

Being honest is linked to one’s personal and professional trustworthiness and

integrity. In a perfect world, all members of an organization would have a positive
reputation of honesty, such that listeners never doubt that what they are saying is

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100 percent true. Within an organization - and between businesses - this type of
honest communication can be the difference between a project being
completed successfully or not. For instance, utilizing ethical communication, to
be honest about the time and/or budget constraints during a board meeting with
primary stakeholders can be the difference between the project meeting its
goals, or failing due to misunderstandings and/or miscommunication. Thus, one
of the primary goals of ethical communication is to prevent any
misunderstandings or instances of miscommunication.

Consideration for Any Potential Roadblocks

When communicating with another party, truly ethical communication

entails considering any potential factor that may influence how the recipient
understands - or receives - the information that is being communicated. If there
are any known roadblocks, then ethical communication principles dictate that
the speaker/communicator utilize whatever means possible to mitigate or
attenuate the roadblocks and ensure that the recipients of the information are
able to fully understand what is being communicated.

Several examples are below where roadblocks may present themselves,

resulting in the communicator needing to take steps to attenuate any potential
instances of miscommunication:

Language Use

Obviously, ethical communication dictates that speakers utilize the

language that listeners understand. It would make little sense to present a business
presentation in English to a non-English speaking Chinese audience. Taking this
example further, it would also be unethical to communicate the information
mostly in Chinese, with a certain section in English, presenting only parts of the
data to the Chinese audience.

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Jargon

Every industry has its own jargon. When speaking to a layperson, it is ethical
to speak with simple, easy-to-understand words, while avoiding the use of heavy
jargon, resulting in portions of the presentation/communication being
incomprehensible to a portion of the audience.

Language Fluency

Ethical communication takes into account the level of fluency as well as

the language spoken by listeners so that recipients of the communication
(whether it be spoken or written) are able to fully understand what is being
communicated.

Accessibility to Technology

In this information and digital age, some take accessibility to advanced

technology for granted. For instance, while smartphones are readily available,
and translation apps are abundant, not everyone is able to access such
applications or platforms. If a business wanted to present certain pieces of
information to an audience while expecting the audience to translate it into their
native language via an application, there may be confusion. Thus, the ability to
access certain technology - and the know-how on how to use certain
applications - may be a roadblock when it comes to ethically communicating to
a particular audience.

Development of Relationship

The art of communication allows people to express themselves in order to

develop relationships. In business, this can be an employee dealing with a
manager, executives communicating with stakeholders, or managers talking with
other business representatives. It is critical for there to be no confusion or

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misunderstandings when businesses try to develop relationships within themselves

and with other business entities or clients/customers. To accomplish this, ethical
communication principles must be followed, ensuring that all parties can receive
the consistent truth, and understand what needs to be done, and how it needs
to be done.

Principles of Ethical Communication

There are a myriad of core principles associated with ethical

communication, starting with the core value of honesty that all other values are
connected to. However, it can be said that there is a value underlying honesty
(with regard to ethical communication) and that is emotional
intelligence/empathy as the precursor of all soft skills, which allows all personnel
to be understood, and to effectively communicate with others. Emotional
intelligence, within the framework of ethical communication, allows one to
understand the needs of others, and meet those needs in the most efficient
manner possible as if you were in their shoes.

1. Be Truthful and Honest

Being honest means communicating what is known to be true (only 100

percent the facts) to a listener, with no intent to deceive or present only parts of
the truth. It also means being as objective as possible, that is, not tailoring the story
based on what the speaker wants the listener to believe. Letting the listener take
the data that is objectively presented and believe what they choose to believe
is a core goal of ethical communication. Ethical communication should be based
on accurate information and facts - in a word, do not lie.

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2. Active Listening

Hearing someone and listening to them are two different things. In order for
ethical communication to be effective, it is necessary for the recipient to pro-
actively listen to the speaker, and to not just hear what they want to hear, or to
hear only parts of the conversation. This also means asking questions when any
point is not completely understood, for the sake of clarification.

3. Speak Non-Judgmentally

Ethically and concisely communicating means speaking in a non-

judgmental manner with every recipient, negating unnecessary conflict, which
typically creates a breakdown in communication and causes misunderstandings.
Unnecessary conflict is never good for any business, and such conflicts usually
result from unethical communications, with judgmental, accusatory, and overly-
critical comments often being the catalyst for such breakdowns in
communication.

4. Speak From Your Own Experience

Bringing your personal experience into a dialogue with business listeners is

important, providing backup for your arguments with something more tangible.
Such a communication method (experiential communication) paints a complete
picture for your audience and helps to prove your points so that the listeners have
a better understanding of what is being said.

5. Consider the Receiver’s Preferred Communication Channel

You risk losing an audience if you use a communication channel that is not
preferred by your intended receiver. To effectively communicate with your
listeners, use the most preferred communication channel, whether that be face-
to-face, email, conference call, phone call, messenger app, etc. Also, when

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presenting data to a business audience, be aware of the preferred method of

presentation for that business, whether it be graphs, slides, PowerPoint
presentations, etc. Additionally, since body language is very important, it is often
preferred to meet business clients face-to-face.

6. Strive To Understand

While it is important to be proactive in listening, it is important for listeners to

also strive to fully understand what is being said before responding. While asking
for clarification or confirmation of a point is fine, many times questions that
listeners pose have already been answered. Listeners should think about what has
been said before constructing a reply. Reading “in between the lines” is also an
important skill that allows for understanding what isn’t said, but was implicitly said
or implied.

7. Avoid a Negative Tone

Ethically communicating assumes the speaker will avoid rudeness, be polite

and professional, and have tact. The ethical communicator knows that it’s not
only important what you say, but how you say it. Tone is one of the most critical
facets of communication. A listener may miss the meaning altogether if the tone
is wrong, which can lead to unnecessary confrontations that decrease business
productivity.

Controlling one’s tone goes along with self-control, a soft skill that allows
one to know how they wish to reply to a terse business message (for instance)
versus the most effective manner for replying. Essentially, keeping the tone
positive or neutral is best, as the tone of a written message - or of one’s voice - is
always picked up by the receiver, and can alter how the message is received
and/or understood.

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Additionally, while it is acceptable to be honest and open, tact - and

professional maturity - means knowing when it is inappropriate to speak up, and
when it is crucial to. Tact also means knowing that being completely honest does
not equate with being rude or negative - it is possible to be completely honest
and open with one’s thoughts and feelings while still remaining polite and
respectful.

8. Do Not Interrupt Others

Allowing others to speak is important for the creation of a civil, effective

working environment. Interrupting others results in misunderstandings and
unnecessary conflicts and a breakdown in workplace communications, which
only hinders corporate progress and creates problems. Interrupting others not only
shows a lack of respect, but does not allow the listener to fully grasp what is being
said, which often results in incorrect assumptions being made.

9. Respect Privacy and Confidentiality

Most businesses should include a clause in their code of ethics defining

what is appropriate when it comes to honoring client and employee
confidentiality and privacy. This can have a wide range of implications, including
minimizing workplace gossip, and mitigating toxic conversations about the
private lives of clients and/or personnel.

10. Accept Responsibility

As noted before, a core tenant within any ethical communication

framework is taking responsibility for the actions that result from one’s words,
whether it be good or bad. This includes both short term and long term
consequences of one’s communications. Owning one’s words reinforces the
importance of being conscientious about ethical communication.

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Example of Ethical Communication

There are a myriad of examples of how ethical communication can change

the outcome of a problem in a business or workplace environment, revealing why
ethical communication principles should be followed:

 Medical industry: In the medical industry, not only is there the key HIPAA
regulation, but there are numerous medical codes of ethics that medical
professionals have to follow, with regard to their actions, conduct, and
communications. These principles ensure that all patients and fellow
medical professionals have their rights protected. For instance, doctors are
required by law to not divulge private information about patients to anyone
whom the patient has not consented to be privy to such private info.
 Property Consulting industry: Ethical communications in the property
consulting industry can take several forms, including revealing key pieces
of information to would-be home owners of a property, including
“negative” truths about the property - for example, divulging the entire
history of the property, including any accidents or crimes that happened in
the property.
 Marketing industry: Ethical communications in the marketing industry can
include revealing to clients that their business marketing applications are
not optimal, and that a cheaper vendor, or a different form of marketing,
will yield better results.

Virtually every industry can benefit from ethical communication principles,

which always seeks to ensure that every enterprise member is able to present
valuable pieces of information so that the best decisions can be made.

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Ethical Communication in an Organization

In business organizations, communicating concisely, ethically, and

appropriately are all necessary so a business can operate effectively and
efficiently. Operating according to a communication-based code of ethics is
important for both small and large scale person-to-person conversations. For
larger audiences it is often important for business members to employ additional
values to their communication principles, such as:

 Choosing the right place/time: Speaking about a particular topic in a

business often requires choosing the most pertinent and appropriate time
and place in order for the message to be most effective. This requires
knowing the recipients and having tact, along with utilizing strategy and
planning.
 Knowing one’s Audience: Certain audiences may prefer different verbiage
or jargon, or may prefer one communication channel over another. Being
an effective communicator means knowing your audience in order to
communicate in the way that he/she will understand the best.

Business communication requires ethical values to form the foundation of all

of its relationships, which ensures that all enterprise workflows, short term projects,
and long term projects are effectively managed and carried out. Any lapse in
efficient and ethical communication can result in misunderstandings, conflicts,
delays with projects, and the creation of an ineffective working environment.

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TALKING IT OVER

1. Which of the following ethical considerations you think is the most important
in human communication?

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2. If you were to add another ethical consideration aside from what is given
here, what would it be? Explain.

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MAKING IT FOR YOU

Create a campaign ad promoting communication ethics and post it in our

Facebook Group Page.

WRITING ABOUT YOUR THOUGHT

Create a blog account and write a blog post on communication ethics.

Write it here your account for checking.

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LESSON 5 Cultural Imperialism

GETTING STARTED

Watch the YouTube video on cultural imperialism and answer the questions
below.

The Audiopedia- What is cultural imperialism?

Source: https://www.youtube.com/watch?v=Se9yuMn02ZY

1. In your own words, what is cultural imperialism?

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2. How is cultural imperialism related to communication?

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READING SHOP

Cultural imperialism was around long before the United States became a
world power. In its broadest strokes, imperialism describes the ways that one
nation asserts its power over another. Just as imperial Britain economically ruled
the American colonists, so did Britain strongly influence the culture of the colonies.
The culture was still a mix of nationalities—many Dutch and Germans settled as
well—but the ruling majority of ex-Britons led British culture to generally take over.

Today, cultural imperialism tends to describe the United States’ role as a

cultural superpower throughout the world. American movie studios are generally
much more successful than their foreign counterparts not only because of their
business models but also because the concept of Hollywood has become one of
the modern worldwide movie business’s defining traits. Multinational,
nongovernmental corporations can now drive global culture. This is neither
entirely good nor entirely bad. On one hand, foreign cultural institutions can
adopt successful American business models, and corporations are largely willing
to do whatever makes them the most money in a particular market—whether that
means giving local people a shot at making movies, or making multicultural films
such as 2008’s Slumdog Millionaire. However, cultural imperialism has potential
negative effects as well. From a spread of Western ideals of beauty to the possible
decline of local cultures around the world, cultural imperialism can have a quick
and devastating effect.

The theme of cultural imperialism is highly relevant in the contemporary

world, where, according to many historians and political scientists, we see the turn
from liberal to an imperial ideology. This turn is made more interesting by the fact
that, throughout the XXth century, classical empires (such as Russian Empire,
Ottoman Empire, British empire, etc.) ceased to exist. In the early XXIst century,
the researchers increasingly often highlight the emergence of the new empires.
Classical and new empires differ in their modes of domination over dependent
territories – that is, they differ in the types of their imperialism. Here we are using
the concept of `imperialism' in its most broad definition based on its etymological
meaning. `Imperialism' (imperium) in Latin means higher power, higher military
power and a territory controlled by its power. Therefore, the word `imperialism'
may be used to describe various forms in which one country dominates over the
other.

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The new empires build their politics based on the different types of power
(`soft power') – therefore, imperialism itself changes, emerging and developing as
a cultural imperialism, among other forms. It is important to stress that modern
imperialism is defined not by the borders of empires, but by the relationships
between the countries that compete for domination on a global scale (the so-
called external imperialism), or within a country (the so-called internal imperialism)
that develops imperial relation of domination between its capital and the
provinces (`center-periphery' relations).

TALKING IT OVER

1. What are the positive and negative effects of cultural imperialism in

communication?
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2. How is cultural imperialism important in the study of communication?

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MAKING IT FOR YOU

Draw an editorial or caricature that illustrates cultural imperialism and

communication. (Use the next page for your output).

WRITING ABOUT YOUR THOUGHT

Using the cartoons/ caricature drawn, write an editorial that states your
views and thoughts on cultural imperialism and communication.

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Editorial Cartoon or Caricature:

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Views on the Editorial Cartoon or Caricature drawn:

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Communication skills — It is the skill of the individual to communicate. For example, the ability
to read, write, speak, listen, etc.

Attitudes — This includes attitudes towards the audience, subject, and towards oneself. For
example, for the student, the attitude is to learn more and for teachers, it is to help teach.

Knowledge– Communicating also means that the person needs to be knowledgeable about the
subject or topic. For e.g. a teacher needs to know about the subject in detail that he or she teaches
so that they can communicate properly such that the students understand here.

Note: It refers, not to the general knowledge, but to the knowledge of the subject that the person
is communicating and their familiarity with it.

Social system — The social system includes the various aspects of society like values, beliefs,
culture, religion, and a general understanding of society. It is where the communication takes place.

For example, classrooms differ from country to country just like people’s behaviors and how they
communicate, etc.

Note: We can communicate only to the extent that the social system allows. When we
communicate, we take the social system into account.

Culture: The culture of a particular society also comes under the social system.

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