A FULL SUBMISSION

OF
MODULE GENERAL EDUCATION # 104
PURPOSIVE COMMUNICATION

BY:
DR. TERESITA G. CAREY—HEAD
MS. ANNA MARIE F. BIBAT
MR. JOHN JOSEPH G. BROCAL
MS. QUENNIE MAE H. GAWAD
DR. NORMA L. VALERIO

SUBMITTED TO:
DR. MARIAM FATIMA C. STA. ANA
Head, General Education

APPROVED BY:
DR. VICTORIA C. NAVAL
College Administrator

Date: July 30, 2020

 MODULE # 1 : August 24—September 12, 2020

COMMUNICATION PRINCIPLES,
PROCESSES AND ETHICS

INTRODUCTION

Basically a writing, speaking, and presenting course for personal, social, work, and

academic purposes, the learning content of Purposive Communication is aligned with

21st century literacies, as well as established and current theories, principles,

processes, and ethics in cultural and multicultural contexts.

The course incorporates socio-cognitive and transformative learning through outcome-

based lessons, discussions and concomitant activities which include, but are not limited to, participating

in conversations, listening to speeches, responding to, and/or reflecting on live or recorded discussions,

explaining authentic passages or texts, participating in dyads or in group work, writing technical

reports, an academic or a research paper culminating in a presentation, using Powerpoint or any web-

based platform.

LEARNING OUTCOMES
Upon completion of the lessons, the student will be able to:

 describe the nature, elements, and functions of verbal and non-verbal

communication

 in various contexts

 discuss the various communication models

 identify the barriers to effective communication

 apply the principles, processes, and ethics of communication to relevant situations

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 LEARNING CONTENT

Below is the discussion of the processes, principles, and ethics of communication as

given by Sipacio and Balgos (2016) and Barrot and Sipacio (2018).

Communication is a process of exchanging verbal and/or non-verbal information

between two or more people who can be either the speaker or the receiver of messages. There is a

wide variety of contexts and situations in which communication can be manifested; it can be a face-to

-face interaction, a phone conversation, a group discussion, a meeting or interview, a class recitation,

and many others.

PURPOSES OF COMMUNICATION

NATURE OF COMMUNICATION

 Communication is a process.

 Communication occurs between two or more people (the speaker and the receiver).

 Communication can be expressed through words (verbal), actions (non-verbal), or both at the

same time.

FUNCTIONS OF COMMUNICATION

Control – Communication functions to control behavior.

Social interaction – Communication allows individuals to interact with others.

Motivation – Communication motivates or encourages people to live better.

Emotional expression – Communication facilitates people’s expression of their feelings and emotions.

Information dissemination – Communication functions to convey information.

FORMS OF COMMUNICATION
Written Verbal Non-verbal Visuals
memos face to face voice images
letters audio body language graphs
reports video call/ personal space/ charts
online chat conferencing distance logos
SMS lectures personal appearance maps
email meetings
journals radio
other written documents television
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 Intended communication is how you plan to express your ideas or convey information to people

of higher rank or social standing and individuals older than you are such as your school principal,

teachers, and parents.

Unintended communication takes place in situations where you unconsciously send non-verbal

messages to your listener or unintentionally utter unpleasant statements out of anger or frustration.

Process of Communication Example

The speaker generates an idea. Daphne loves Rico as a friend.

The speaker encodes an idea or converts the She thinks of how to tell him using their
idea into words or actions. native language.

The speaker transmits or sends out a message. She tells him, ”Rico, mahal kita bilang
kaibigan.”
The receiver gets the message.
Rico hears what Daphne says.
The receiver decodes or interprets the
message based on the context. He tries to analyze what she means, and he is
heartbroken.
The receiver sends or provides feedback.
He frowns and does not say something,
because he is in pain.

Communication is a complex process that requires you to:

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COMMUNICATION ETHICS

Human communication warrants appropriate behavior from both speakers and listeners. Your

values are reflected in how you communicate with people especially in a multicultural environment.

The following are some ethical considerations.

 Uphold integrity. Be honest in giving your personal opinion and unbiased with your judgment.

 Respect diversity of perspective and privacy. Be considerate about the feelings of others, and show

respect for their beliefs, status, affiliations, and privacy.

 Observe freedom of expression effectively. Be tactful when you speak. The communication

process is affected not only by what you say but how you say it, too.

 Promote access to communication. Avoid monopolizing the conversation by giving others a chance

to speak and express their ideas.

 Be open-minded. Consider other people’s point of view however they may be different from yours.

Just because they have different beliefs does not mean they are wrong.

 Develop your sense of accountability. Be mindful of the words you utter and responsible for your

action and behavior.

GUIDELINES FOR EFFECTIVE COMMUNICATION

Effective communication plays a crucial role in your personal and professional success. Below

are some guidelines for effective communication:

 Be clear with your purpose. As a sender , you must have a specific pur pose in mind. This can

help you convey your message effectively to your target audience or receivers in written verbal, non

-verbal, or visual form.

 Support your message with facts. When you pr ovide incomplete or vague infor mation, you

can cause confusion or misunderstanding in your audience. Hence, you should be well-prepared

with your supporting ideas with examples, experiences, or observations when you deliver a

message.

 Be concise. There is always a sense to this cliché, “keep it short and simple”. Avoid irrelevant

or unnecessary details in your message and keep it concise.

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  Provide specific information in your feedback. Give feedback that is timely, constructive, and

specific to the topic being discussed.

 Adjust to the needs, interests, values, and beliefs of your audience. Ever y per son has

different needs and comes from different cultural background. Your role as an effective

communicator is to adjust to those needs, interests, values, and beliefs of your audience.

Essentially, use language or vocabulary which is appropriate to your audience. Avoid technical

terms and jargons because they can be barriers to communication.

 Observe communication ethics. Some ethical pr actices in communication have been

mentioned. Observing ethics in a communication process will help you build your credibility and

make you more professional.

 Be your natural self and appear very confident. Have the r ight attitude and happy

disposition in life; control your emotions, and think well before you speak.

READINGS

Models of Communication:

 Shannon and Weaver model of communication https://

www.communicationtheory.org/shannon-and-weaver-model-of-communication/

 Transactional model of communication https://www.communicationstudies.com/communication-

process

 The Schramm model of communication https://sk.sagepub.com/books/key-concepts-in-marketing/

n46.xml

Non-verbal Communication:

 Barrot, J.S. & Sipacio, P.J.F. (2018). Purposive communication in the 21st century, pp. 98-111

5
 ACTIVITY

 Analyze the three communication models. Using the Triple Venn Diagram

below, compare and contrast the models from one another.

Communication Model 1

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 Communication Model 2

TRANSACTION MODEL

Communication Model 3

 Research on the barriers to effective communication and provide corresponding solutions.

Submit your answer in a tabular format.

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 ASSESSMENT
 Worksheet 1 Communication Processes

List three relevant situations where transactional model of communication can take

place. Identify the element of communication required (context, sender, receiver,

message, channel, and barrier).

 Worksheet 2 Communication Ethics

Watch an educational webinar in YouTube and complete the elements of communication in the

matrix.

REFERENCES

 Barrot, J.S. & Sipacio, P.J.F. (2018). Purposive communication in the 21st

century. Quezon City: C&E Publishing Inc.

 Blythe, J. (n.d.). Customer centrality. Sage Knowledge. Retrieved from https://

sk.sagepub.com/books/key-concepts-in-marketing/n46.xml

 Communication theory. (n.d.). Retrieved from https://www.communicationtheory.org/shannon

-and- weaver-model-of-communication/

 Communication studies. (n.d.). Retrieved from https://www.communicationstudies.com/

communication-process

 COMMpadres Media (n.d.). Communication models [Video]. YouTube. https://

www.youtube.com/watch?v=3x0YDCVzeMg

 IISD CommApps (2013, March 10).The communication process model captioned [Video].

YouTube. https://www.youtube.com/watch?v=Btj94IHVc6I

 Laserna, K. M. (2012, January 28). Communication ethics [PowerPoint slides]. Retrieved from

https://www.slideshare.net/Kitlaserna/communication-ethics

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 Madrunio, M.R. & Martin, I.P (2018). Purposive communication: Using English in multilingual

contexts. Quezon City: C&E Publishing Inc.

 Sipacio, P.J.F. & Balgos, A.R.G. (2016). Oral communication in context. Quezon City: C&E

Publishing Inc.

 Ward, B. (n.d.). Principles of communication [PowerPoint slides]. Retrieved from https://

slideplayer.com/slide/10731803/

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 MODULE # 2 : August 24—September 12, 2020

COMMUNICATION AND
GLOBALIZATION

LEARNING OUTCOMES
Upon completion of the lessons, the student will be able to:

 explain how cultural and global issues affect communication

 make a collage, poster, or slogan on the impact of communication on society

and the world

 discuss the challenges of globalization on student’s communicative competence

LEARNING CONTENT

Globalization and Its Impact on Communication (Barrot & Sipacio, 2018)

According to Barrot and Sipacio (2018), Communication is essential for personal and

professional effectiveness as it helps establish good relationships, creates a better

working environment, strengthens collaboration and cooperation, and unifies conflicting ideas.

The term “globalization,” on the other hand, is very complex to define because different

scholars and institutions view it differently. Nonetheless, the basic concept of Globalization is the

expansion and integration of the cultural, political, economic, and technological domains of countries.

This reflects that the world is borderless, and the countries are interconnected and interdependent. For

example, the United States of America (General Electric, Chevron, Starbucks, and McDonalds), Japan

(Toyota and Honda), and the Philippines (Jollibee and Bench) have local companies that have

expanded overseas and have become transnational or multinational.

With the advent of globalization associated with advanced technologies and systems across

regions, the flow of information and communication has become smoother, faster, and easier.

Business transactions and partnerships among local and international institutions have become more

efficient. One best example is the use of electronic mail (e-mail) such as Gmail, Yahoo Mail, or

social networking sites like Facebook, Twitter, and Instagram.

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 Consequently, the context of globalization requires effective communication skills from

students and workers to cope with the demands and challenges brought about by this phenomenon.

This includes communicating effectively with people of different background, age, culture, gender,

beliefs, orientations, preferences, and status.

HOW TO COMMUNICATE EFFECTIVELY IN A GLOBAL CITY (Barrot & Sipacio, 2018)

 Express your ideas effectively in verbal, non-verbal, and written forms in either digital or non-

digital environment or both.

 Use effective listening skills to evaluate arguments and rationalize judgments, and improve job

effectiveness and work relationship.

 Communicate with purpose to a variety of audiences.

 Promote collaboration and cooperation with others.

 Understand the concept of diversity and promote respect all the time.

 Use technology and social media responsibly.

For viewing: Communication and Globalization

https://www.youtube.com/watch?v=xpHmUBjae-Y

READING

 Globalization and communication https://slideplayer.com/slide/14988011/

 How social media can make history https://www.youtube.com/watch?

v=ASZJE15E0SY

 Madrunio, M.R. & Martin, I.P (2018). Purposive communication: Using English in multilingual

contexts

11
ACTIVITY

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 Watch the following videos:

 A Flight from Conversation

https://www.youtube.com/watch?v=cm_DN_Ek4lw

http://www.nytimes.com/2012/04/22/opinion/sunday/the-flight-from-conversation.html

 Connected, but alone?

https://www.youtube.com/watch?v=t7Xr3AsBEK4

 Research on the techno-word Phubbing. Then, make a collage or poster showing the serious effects

of social media (Phubbing) on family communication and relationship.

 List the social media platforms that are utilized to convey global (socio-cultural, political,

economic) issues. Explain how they impact the society and the world.

ASSIGNMENT

 Simulation Group Activity

Form a socio-civic organization (Y oung Cainteño Movers) with a goal to address

the needs of families/residents of Cainta community during emergency or health

crisis. Utilizing Zoom app, discuss the following concerns and submit your output in video format.

 rules and objectives of the organization

 election of officers (chairperson, secretary, treasurer, etc.)

 creation of ad-hoc committees for various Cainta projects

 duties and responsibilities of committee members

 agenda (fund-raising, campaigns, follow-up meetings)

 membership and participation

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 ASSESSMENT

Reflective/Metacognitive Writing

In no more than 250 words, discuss the challenges of globalization on the

Filipino’s communicative competence. How can you develop communicative

competence in this era of globalization/digitization? Use the class rubric in writing your reflection

paper.

REFERENCES

 Barrot, J.S. & Sipacio, P.J.F. (2018). Purposive communication in the 21st

century. Quezon City: C&E Publishing Inc.

 Carlos. (2014, June 2). Communication and globalization [Video]. YouTube

https://www.youtube.com/watch?v=xpHmUBjae-Y

 Grading rubric for reflection paper. (2016, January 8). Retrieved from https://www.utc.edu/

nursing/pdfs/classes/rubric-reflections.pdf

 Madrunio, M.R. & Martin, I.P (2018). Purposive communication: Using English in

multilingual contexts. Quezon City: C&E Publishing Inc.

 Rubric for student reflections. (n.d.). Retrieved from http://earlycollegeconference.org/wp-

content/uploads/2014/12/Portfolio-Rubric-for-Reflection.PRINT_.pdf

 RyanBuer. (2019, December 2). Local and global communication in multicultural setting

PowerPoint slides]. Retrieved from https://www.slideshare.net/RyanBuer/local-and-global-

communication-in-multicultural-setting

 Sipacio, P.J.F. & Balgos, A.R.G. (2016). Oral communication in context. Quezon City: C&E

Publishing Inc.

 TED. (2012, April 3). Connected, but alone? Sherry Turkle [Video]. YouTube. https://

www.youtube.com/watch?v=t7Xr3AsBEK4

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 TED-Ed. (2012, November 16). How social media can make history – Clay Shirky [Video].

YouTube. https://www.youtube.com/watch?v=ASZJE15E0SY

 Tmsk. (2019, September 9). A flight from conversation [Video]. YouTube. https://

www.youtube.com/watch?v=cm_DN_Ek4lw

 Turkle, S. (2012, April 21). The flight from conversation. The New Y ork Times, Retrieved

from https://www.nytimes.com/2012/04/22/opinion/sunday/the-flight-from-conversation.html

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 MODULE # 3 : September 14 — October 3, 2020

LOCAL AND GLOBAL

COMMUNICATION IN CULTURAL SETTINGS

LEARNING OUTCOMES
Upon completion of the lessons, the student will be able to:

 determine culturally appropriate terms, expressions, and images

 adopt cultural and intercultural awareness and sensitivity in communication of

ideas.

LEARNING CONTENT

Global Communication

At its root, global communication can be defined just as any form of

communication: a message is sent from one person or group to another anywhere in

the world.

When it comes to communicating globally, it is usually in the encoding and decoding

that problems occur. As with any communication, ensuring that the message is received as it was

intended is the responsibility of the sender.

Cultural Differences

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 Attitude towards
punctuality

Problem solving
approach

Examples of Global Communication

One of the most common forms of global communication is an email. A person in one country

types a message and clicks the send button. The message is then encoded into packets which are sent

across the internet to the recipient. In another country, the receiver logs in and decodes the message by

opening the email and retrieves the message.

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Why cross-culture is important?

 Globalization

 Business opportunities

 Job opportunities

 Sharing of views and ideas

 Talent improvisation

 An understanding of diverse market

HOFSTEAD CULTURAL DIMENSION

Hofstead’s Cultural Dimensions Theory, developed by Geert Hofstede, is a framework used to

understand the differences in culture across countries and to discern the ways that business is done

across different cultures. In other words, the framework is used to distinguish between different

national cultures, the dimensions of culture, and assess their impact on a business setting.

Hofstede’s Cultural Dimensions Theory was created in 1980 by Dutch management

researcher, Geert Hofstede. The aim of the study was to determine the dimensions in which cultures

vary.

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 Hofstede identified six categories that define culture:

1. Power Distance Index

2. Collectivism vs. Individualism

3. Uncertainty Avoidance Index

4. Femininity vs. Masculinity

5. Short-Term vs. Long-Term Orientation

6. Restraint vs. Indulgence

Power Distance Index

The power distance index considers the extent to which inequality and power are tolerated. In this

dimension, inequality and power are viewed from the viewpoint of the followers – the lower level.

 High power distance index indicates that a culture accepts inequity and power differences,

encourages bureaucracy, and shows high respect for rank and authority.

 Low power distance index indicates that a culture encourages organizational structures that are

flat and feature decentralized decision-making responsibility, participative style of management,

and place emphasis on power distribution

Individualism vs. Collectivism

The individualism vs. collectivism dimension considers the degree to which societies are integrated into

groups and their perceived obligations and dependence on groups.

 Individualism indicates that there is a greater importance placed on attaining personal goals. A

person’s self-image in this category is defined as “I.”

 Collectivism indicates that there is a greater importance placed on the goals and well-being of

the group. A person’s self-image in this category is defined as “We”.

Uncertainty Avoidance Index

The uncertainty avoidance index considers the extent to which uncertainty and ambiguity are tolerated.

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This dimension considers how unknown situations and unexpected events are dealt with.

 A high uncertainty avoidance index indicates a low tolerance for uncertainty, ambiguity, and

risk-taking. The unknown is minimized through strict rules, regulations, etc.

 A low uncertainty avoidance index indicates a high tolerance for uncertainty, ambiguity, and

risk-taking. The unknown is more openly accepted, and there are lax rules, regulations, etc.

Masculinity vs. Femininity

The masculinity vs. femininity dimension is also referred to as “tough vs. tender,” and considers the

preference of society for achievement, attitude towards sexuality equality, behavior, etc.

 Masculinity comes with the following characteristics: distinct gender roles, assertive, and

concentrated on material achievements and wealth-building.

 Femininity comes with the following characteristics: fluid gender roles, modest, nurturing, and

concerned with the quality of life.

Long-Term Orientation vs. Short-Term Orientation

The long-term orientation vs. short-term orientation dimension considers the extent to which society

views its time horizon.

 Long-term orientation shows focus on the future and involves delaying short-term success or

gratification in order to achieve long-term success. Long-term orientation emphasizes

persistence, perseverance, and long-term growth.

 Short-term orientation shows focus on the near future, involves delivering short-term success or

gratification, and places a stronger emphasis on the present than the future. Short-term

orientation emphasizes quick results and respect for tradition.

Indulgence vs. Restraint

The indulgence vs. restraint dimension considers the extent and tendency for a society to fulfill its

desires. In other words, this dimension revolves around how societies can control their impulses and

desires.

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  Indulgence indicates that a society allows relatively free gratification related to enjoying life and

having fun.

 Restraint indicates that a society suppresses gratification of needs and regulates it through social

norms.

Country Comparisons: Hofstede Insights

Hofstede Insights is a great resource to understand the impact of culture on work and life, to

understand how the different dimensions differ among countries under the Hofstede’s Cultural

Dimensions Theory.

Check here: https://www.hofstede-insights.com/country-comparison/

Refer to:

https://corporatefinanceinstitute.com/resources/knowledge/other/hofstedes-cultural-dimensions-theory/

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HALL’S ICEBERG MODEL OF CULTURE

Edward T. Hall’s Cultural Iceberg Model In 1976, Hall developed the iceberg analogy of

culture. If the culture of a society was the iceberg, Hall reasoned, than there are some aspects visible,

above the water, but there is a larger portion hidden beneath the surface. What does that mean? The

external, or conscious, part of culture is what we can see and is the tip of the iceberg and includes

behaviors and some beliefs. The internal, or subconscious, part of culture is below the surface of a

society and includes some beliefs and the values and thought patterns that underlie behavior.

There are major differences between the conscious and unconscious culture.

What can we do?

Hall suggests that the only way to learn the internal culture of others is to actively participate in

their culture. When one first enters a new culture, only the most overt behaviors are apparent. As one

spends more time in that new culture, the underlying beliefs, values, and thought patterns that dictate

that behavior will be uncovered. What this model teaches us is that we cannot judge a new culture

based only on what we see when we first enter it. We must take the time to get to know individuals

from that culture and interact with them. Only by doing so can we uncover the values and beliefs that

underlie the behavior of that society.

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Watch https://study.com/academy/lesson/culture-iceberg-theory-model.html

Refer to: https://college.lclark.edu/live/files/21270-iceberg-model---optional-reading

Read: www.constantforreigner.com

What is Local Communication?

Local communication is being able to communicate with

the members of your local area. It can either be in your local

language (mother tongue), or a common language that you speak within your town.

The dos and don’ts in communicating.

Dos

 talk about person's job/work-related matters

 talk about sports, movies, books, hobbies.

Don'ts

 discuss religion, politics, or other controversial subjects

 give racist remarks

 tell ethnic or religious jokes

What is a local community group?

A local community is a group of interacting

people sharing an environment. In human

communities, intent, belief, resources, preferences,

needs, risks, and a number of other conditions may be present and common, affecting the identity of

the participants and their degree of cohesiveness.

What is a communal identity?

Defining who we are includes what and how we should behave in a particular situation.

Individual, relational and communal identity. Individual identity refers to the individual's

interpretation of his or her cultural identity, which is based on his or her own experiences.

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Gestures in different countries

Refer to: www.lingholic.com

Ways in developing cross-cultural communication skills.

1. slow down,

2. separate questions,

3. avoid negative questions,

4. take turns,

5. write it down,

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6. be supportive,

7. check meanings,

8. avoid slang,

9. watch the humor,

10. maintain etiquette.

Language Variety

What is a variety?

A variety refers to any variant of a language which can be sufficiently delimited from one

another.

Social

Historical

Spatial

or a combination of these.

Language Registers

What is a register?

According to Nordquist (2018), a register is:

- defined as the way a speaker uses language differently in different circumstances - determined by

factors as social occasion, context, purpose, and audience,

- determine the vocabulary, structure, and some grammar in one’s writing and even in one’s oral

discourse.

5 DISTINCT REGISTERS (NORQUIDST, 2018)

1. Frozen
This form is sometimes called the static register because it refers to historic language or

communication that is intended to remain unchanged, like a constitution or prayer.

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 Examples:

The Bible, the United States Constitution, the Bhagavad Gita, "Romeo and Juliet."

2. Formal
Less rigid but still constrained, the formal register is used in professional, academic, or legal

settings where communication is expected to be respectful, uninterrupted, and restrained. Slang is never

used, and contractions are rare.

Examples:

A TED talk, a business presentation, the Encyclopedia Britannica, "Gray's Anatomy," by Henry

Gray.

3. Consultative
People use this register often in conversation when they're speaking with someone who has

specialized knowledge or who is offering advice. Tone is often respectful (use of courtesy titles) but

may be more casual if the relationship is longstanding or friendly (a family doctor.) Slang is sometimes

used; people may pause or interrupt one another.

Examples:

The local TV news broadcast, an annual physical, a service provider like a plumber.

4. Casual
This is the register people use when they're with friends, close acquaintances and co-workers,

and family. It's probably the one you think of when you consider how you talk with other people, often

in a group setting. Use of slang, contractions, and vernacular grammar is all common, and people may

also use expletives or off-color language in some settings.

Examples:

A birthday party, a backyard barbecue.

5. Intimate
Linguists say this register is reserved for special occasions, usually between only two people

and often in private. Intimate language may be something as simple as an inside joke between two

college friends or a word whispered in a lover's ear.

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Language registers are classified as:

1. Formal Language Register

- is more appropriate for professional writing and letters to a boss or a stranger

- is impersonal, meaning, it is not written for a specific person and without emotion

Examples are;

 business letters

 betters of complaint

 some essays,

 reports,

 official speeches,

 announcements,

 Professional e-mails.

Rules in formal writing:

A. Do not use contractions. Cannot instead of can’t have not instead of haven’t is not instead of isn’t

B. Spell out numbers less than one hundred. Nineteen twenty-two seventy-eight six 20

C. Write in third person point of view. Avoid using the following: I you we us

D. Avoid using too much passive verbs. Passive: The bone was eaten by the dog. Active: The dog ate

the bone.

E. Avoid using slang, idioms, exaggeration (hyperboles) and clichés. Awesome/cool check it out ok/

okay 21

F. Avoid abbreviations and acronyms. National Aeronautics and Space Administration (NASA)

Department of Education (DepEd) influenza (flu) Philippine Pesos (PHP) G. Do not start sentences

with words like, and, so, but, also. Here are some good transition words and phrases to use in formal

writing: Nevertheless, However As a result of Additionally In addition Although H. Always write in

complete sentences. I. Write longer, more complex sentences.

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2. Informal Language Register

- is conversational and appropriate when writing to friends and people you know very well.

Examples:

 personal e-mails,

 friendly letters,

 phone texts,

 most blogs,

 short notes,

 Diaries and journals.

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

 slangs and clichés,

 jokes,

 figurative language,

 personal opinions,

 symbols and abbreviations,

 extra punctuation,

 acronyms,

 passive and active voice,

 incomplete sentences,

 short sentences,

 first person, second person POV,

 Paragraphs or no paragraphs.

3. Neutral language Register

- is not necessarily formal or informal. - is used to deliver facts.

Examples:

 reviews,

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  some letters,

 articles,

 technical writing,

 Some letters.

Refer to:

https://www.thoughtco.com/register-language-style-1692038

https://www.slideshare.net/RyanBuer/varieties-and-registers-of-spoken-and-written-language-

200284234

https://prezi.com/p/l6jdzmonfl9b/local-and-global-communication-in-multicultural-setting/

#:~:text=Local%20communication%20is%20being%20able,you%20speak%20within%20your%

20town.

READINGS

 Cuerda F. (2017). Purposive Communication in the New General Education

Curriculum. Taguig, Philippines.

 Madrunio, M.R., & Martin, I.P. (2018). Purposive communication: Using English

in multilingual contexts. South Triangle, Q.C.: C & E. Publishing.

 “What is Register in Linguistics?” https://www.thoughtco.com/register-language-style-1692038

 “Local and Global Communication in multicultural settings” https://prezi.com/p/l6jdzmonfl9b/

local-and-global-communication-in-multicultural-setting/#:~:text=Local%20communication%

20is%20being%20able,you%20speak%20within%20your%20town.

 “Culture Iceberg: theory and model” https://study.com/academy/lesson/culture-iceberg-theory-

model.html

 Edward T. Hall’s Iceberg Cultural Model https://college.lclark.edu/live/files/21270-iceberg-model

---optional-reading

29
 ACTIVITY

Individual activity – Use Hofstead country comparison generator (link below) Make

a table. Compare two countries. (Use abar graph. Do it with Microsoft word, send

via Messenger)

https://www.hofstede-insights.com/country-comparison/the-philippines/

ASSIGNMENT

Choose 1 country then list all their acceptable and non-acceptable gestures. Type

them on Microsoft word.

ASSESSMENT

Reflection Essay

After learning everything about Local and Global Communication in multicultural

settings, what do you think are the similarities of the two? Explain in not more than 3

paragraphs.

REFERENCES

 Banayat, S. (2019). Local and global communication in multicultural setting.

https://prezi.com/p/l6jdzmonfl9b/local-and-global-communication-in-

multicultural-setting/

 Buer R. (2019). V arieties and registers of spoken and written language. https://

www.slideshare.net/RyanBuer/varieties-and-registers-of-spoken-and-written-language-200284234

 Cuerda F. (2017). Purposive communication in the new general education curriculum . Taguig,

Philippines.

 Culture iceberg: theory & model - video & lesson transcript. (n.d.). Retrieved June 29, 2020

https://study.com/academy/lesson/culture-iceberg-theory-model.html

30
 Hall, E.T (1976) Edward T. Hall’s cultural iceberg model https://college.lclark.edu/live/

files/21270-iceberg-model---optional-reading

 Hofstede’s Insights (Hofstead’s Country Comparison Generator) https://www.hofstede-

insights.com/country-comparison/the-philippines/

 Hofstede's cultural dimensions theory - overview and categories. https://

corporatefinanceinstitute.com/resources/knowledge/other/hofstedes-cultural-dimensions-theory/

 Local and global communication in multicultural setting. (2018). Retrieved from https://

prezi.com/ijytlwvviba7/local-and-global-communication-in-multicultural-setting/

https://www.lingholic.com/

 Madrunio, M.R., & Martin, I.P. (2018). Purposive communication: using English in multilingual

contexts. Quezon City: C & E. Publishing.

 Nordquist, R. (n.d.). What is register in linguistics? Retrieved June 29, 2020, from https://

www.thoughtco.com/register-language-style-1692038

 www.constantforeigner.com

31
 MODULE # 4 : September 14 — October 3, 2020

EVALUATING MESSAGES & IMAGES

OF DIFFERENT TEXTS

LEARNING OUTCOMES
Upon completion of the lessons, the student will be able to:

 identify the different types of texts reflecting different cultures,

 list cultural texts and

 evaluate messages/images of different types, reflecting different cultures.

LEARNING CONTENT

Evaluating Messages and/or Images

Linguistic Landscapes

 is the "visibility and salience of languages on public and commercial signs in a

given territory or region" (Landry and Bourhis 1997:23)

 Does thing that one can see not necessarily need words to express a thought?

Examples”

Billboards Signages

32
 Street Names Traffic Regulation

Other examples are;

 Graffiti

 Memes

 Tweets

- Official signs are produced with a top down

discourse

- Signs produced by an individual or a group but not

officially recognized has bottom up discourse

33
Geosemiotics

 is the study of the social meaning of the material placement of signs in the world. By signs, we

mean to include any semiotic system including language and discourse (Scollon & Scollon, 2003; in

Mooney & Evans, 2015)

 Kinds of Signs

A. Regulatory - if it indicates authority and is official or legal prohibitions

1. Infrastructural - if it labels things or directs for the maintenance of a building or any

infrastructure.

2. Commercial - advertises of promotes a product, an event, or a service in commerce.

3. Transgressive - if it violates (intentionally or accidentally) the conventional semiotics or is in

wrong place

Graffiti

is an unsanctioned urban text (Carrington, 2009; in Mooney & Evans, 2015). It conveys power and

control to the person or group behind the production of graffiti. It is a way for disempowered people to

make a visible mark, to disrupt the landscape that is increasingly occupied by the increasingly

powerful.

 Online Landscapes

Examples of online landscapes

A. YouTube - is an American video-sharing platform headquartered in San Bruno, California, USA.

B. Twitter - is an American microblogging and social networking service on which users post and

interact with messages known as TWEETS.

Provides opportunities and resources for making choices in how we create a personalized

linguistic and semiotic landscape (Gillen & Merchant, 2013; in Mooney & Evans, 2015).

C. Memes - is a term given to any post, language or photo that has an uptake to a social, moral, or

political idea that most of the time seems funny.

34
 These are contagious patterns of cultural information that get passed from mind to mind and

directly generate and shape the mindsets and significant forms of behavior and actions of a social

group. Memes include such things as popular tunes, catchphrases, clothing fashions, architectural

styles, ways of doing things, icons, jingles, and the like (Knobel & Lankshear, 2007; in Mooney &

Evans, 2015

 Netizen

These are people who go online. The term netizen is an abstraction of the words internet and

citizen. Netizens are metaphorically considered as the citizens of the virtual world

Refer to

https://www.slideshare.net/RyanBuer/evaluating-messages-andor-images

A "text" is not limited to something written down. A text can be a film, an artifact, anything in a

language and culture that conveys meaning. Think about the texts that you use in your language

classroom: What's in the textbook? What do you read in class or even at home? How do you describe

the classroom, its design? Why do you think the chairs are placed facing the tables? Those questions,

with their finite answer would tell you that there are texts that are reflection of one’s own culture.

Watch “Understanding the Purpose of Different Types of Text”

https://www.youtube.com/watch?v=lZtxWTk7tpk

 Evaluating messages and/or images of different types of texts

1. What is the message?

2. What is the purpose of the message?

3. How is the message conveyed by the text and/or image?

4. Who is the target audience of the message?

5. What other ways of presenting the message are there?

35
“EVALUATING MESSAGES”

*the importance of evaluating the effectiveness of our messages is by developing and using strategic

questions to identify strengths and weaknesses.

“FOUR MAIN QUALITIES OF AN EFFECTIVE MESSAGE”

1. Simplicity

2. Specificity

3. Structure

4. Stickiness

“STRATEGIES FOR EVALUATING A MESSAGE”

– In order to evaluate whether a message is effective, we can ask ourselves a series of questions which

reflect a simplicity of messages, specificity, structure and stickiness.

1. SIMPLICITY

* In order to ensure that our messages have simplicity, we should

ask ourselves two questions:

– is my purpose evident?

– Is my core message clear?

2. SPECIFICITY

*Refers to our choices of language and its usage. In order to ensure

language is specific, we may ask ourselves:

– Is my language specific?

– is my language concrete, rather than abstract?

– am I using words which have additional meanings and could perhaps be misconstrued?

3. STRUCTURE

*Ideas should be organized and easy to follow.

– Do my messages have a STRUCTURE?

– is there a more effective way to arrange my ideas?

36
 4. STICKINESS

“EVALUATING IMAGES”

* It is important to critically evaluate images you use for research, study and presentation images

should be evaluated like any other source, such as journal articles or books, to determine their quality,

reliability and appropriateness. Visual analysis is an important step in evaluating an image and

understanding its meaning. There are three steps of evaluating an image and these are:

1. Identifying Source

2. Interpreting contextual information

3. Understanding implications

“CONTENT ANALYSIS”

 What do you see?

 What is the image all about?

 Are there people in the image?

 What are they doing?

 How are they presented?

 Can the image be looked at in different ways?

 How effective is the image as a visual message?

“VISUAL ANALYSIS”

 How is the image composed?

 What is in the background and what is in the foreground?

 What are the most important visuals?

“IMAGE SOURCE”

 Where did you find the image?

37
 What information does the source provide about the origins of the image?

 Is the source reliable and trustworthy?

 Was the image found in an image database or was it being used in another context to convey

meaning?

“TECHNICAL QUALITY”

 Is the image large enough to suit your purposes?

 Are the color, light and balance, true?

 Is the image a quality digital image, without pixilation or distortion?

 Is the image in a file format you can use?

“CONTEXTUAL INFORMATION”

 What information accompanies the image?

 Does the text change how you see the image? How?

 Is the textual information intended to be factual? Is it to inform or is it to influence what and how

you see?

 What kind of context does the information provide?

 Does it answer the questions where, what, how and why?

READINGS

 Madrunio, M.R., & Martin, I.P. (2018). Purposive communication: Using English

in multilingual contexts. Quezon City : C & E. Publishing.

 Buer, R. (2019). Evaluating Messages and/or Images https://www.slideshare.net/

RyanBuer/evaluating-messages-andor-images

 Jane, L. (2018, September 08). Evaluating Messages and Images https://

purposivecommunication.news.blog/2018/09/08/business-communication/

38
 ACTIVITY

 Individual Activity – Using the given symbol, sign, text, answer the following

questions:

1. What is the message of the text/message?

2. What is the purpose of the message?

3. How is the message conveyed by the text/image?

4. Who is the target audience?

5. Suggest other ways of presenting the message.

 Groupings – Present your own illustration, an example of an image (like the “No Parking Sign”,

on a Cartolina or Manila paper and describe it in one paragraph.

ASSIGNMENT

Choose 1 symbol from your environment (indoors or outdoors) and explain it via

video/illustration.

ASSESSMENT

I. Do a reflection essay (with introduction, body and conclusion) on the importance

of signs, images and symbols in daily life.

II. Quiz

Directions:

The following are the four main qualities of an effective message

Which of the following qualities is the most important? Explain your choice in not more than 3

sentences.

39
“FOUR MAIN QUALITIES OF AN EFFECTIVE MESSAGE”

1. Simplicity

2. Specificity

3. Structure

4. Stickiness

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

REFERENCES

 Buer, R. (2019). Evaluating messages and/or images https://www.slideshare.net/

RyanBuer/evaluating-messages-andor-images

 Jane, L. (2018, September 08). Evaluating messages and images https://

purposivecommunication.news.blog/2018/09/08/business-communication/

 Madrunio, M.R., & Martin, I.P. (2018). Purposive communication: using English in multilingual

contexts. South Triangle, Q.C.: C & E. Publishing.

 Sargent, K. (2019) Purposive communication evaluating messages and or images of different

types of texts reflecting different cultures https://www.coursehero.com/file/40784052/4pdf/

 “Understanding the purpose of different types of text” https://www.youtube.com/watch?

v=lZtxWTk7tpk

40
 MODULE # 5 : September 14 — October 3, 2020

COMMUNICATION AIDS AND

STRATEGIES

LEARNING OUTCOMES
Upon completion of the lessons, the student will be able to:

 determine the various presentation media that are commonly used,

 evaluate the effective strategies in preparing and using these media when

communicating,

 identify the most appropriate media/medium in each speech situation; and

 apply the strategies in making digital slides.

LEARNING CONTENT

 Presentation Media

 It Is a stand-alone presentation that includes information presented with slides,

video, or digital representations and includes sound which might be a narrative,

music or sound effects.

 Understanding the basics of visual designs using.

 traditional visual and audio media

 LCD (Liquid Crystal display) projector is a type of video projector for displaying video,

images or computer data on a screen or other flat surface. It is a modern equivalent of the

slide projector or overhead projector.

41
  Overhead Transparencies, are clear acetate pages displayed by an overhead projector during

a speech.

What is the difference between LCD and Overhead Transparencies?

An “Overhead” projector is primarily for slide presentations. Way back in the 20th century, you

had a Film Projector (movies), a Slide Projector (photos transferred to 2 inch film; you’d advance

each picture of your presentation), or the overhead (with individual 8.5 x 11 inch film of your

presentation). With the overhead, you could write on the paper-sized Film, if that was appropriate for

your presentation.

 Flipchart is a large pad paper that rests on an easel allowing the speaker to record text or

drawings with markers during the speech.

 Whiteboards and Chalkboards, can also help you achieve the same outcome as a flip chart

on an easel.

42
 Document Camera is a projector device that uses a video camera to capture and display

images, including 3D visual materials.

 Video, showing a video clip can elicit an emotional response from the audience and improve

their recall of your speech.

 Handouts are sheets of paper containing relevant information

that some speakers use in conjunction with other presentation

media.

 Models, a copy of an object, usually built to scale that represents the object in detail and

useful for describing and explaining scientific topics.

 Sound Recordings, sounds like visual images, can stimulate mental images, triggering the

imagination and setting a mood.

43
 using computer technology

 Digital Slides, a presentation software commonly using PowerPoint. It allows computer

users to display information in multimedia slide shows.

 Real-time Web Access, demonstrates how to do something special on the web, such as

researching an idea, checking the current status of any topic, or displaying articles found on

websites that support your purpose or argument.

 Webidence, or Web Evidence, a web sour ce displayed in evidence dur ing a speech, found by

using real-time web access or webpage capture software.

44
 TIPS AND STRATEGIES
Keep the following guidelines and tips in mind when designing the slides for your speech:
Keep it simple. Avoid including too much information in graphic; the impact
should be immediate and clear.
Emphasize only key ideas. When you call attention to ideas with a graphic representation,
make sure the graphic clearly illustrates your key points or most
important supporting data.
Show what you can’t say. The best use of visual media is to reveal material you can’t
easily describe orally or with text. Photographs, drawings,
simple charts and graphs can all accomplish this objective
Use close up shots and other Select and present photographs, video, and other images that
images. will create real impact. Close up can be very effective,
especially to gain emotional responses from your audience.
Keep the number of images you Too many images will tire your audience. Eight to ten images
present manageable. should be the maximum number for the most presentations.
Use large lettering. Use large lettering so the audience can read the text easily.
Avoid presenting lengthy blocks of text.
Combine variety with coherence. If you use several images, vary the design enough to make them
interesting but keep them aesthetically consistent. For instance,
use the same colors or type font, but vary the content. Or mix
photographs with graphics that maintain the same style
throughout.

Tips in using presentation media:

 Speak to your audience, not your media

 Practice with your media

 Consider your room and your audience

Characteristics of Multimedia presentations

1. Multimedia presentations are visually oriented (displayed on a monitor projected onto a screen)

2. They allow users to use different modalities such as:

a) Text

b) Graphics

c) Photographs

d) Audios

e) Animations

f) Video

45
Special features of computer-based presentations

 Custom navigation (linking EKKHL03LDD)

 Can be made into hard copy printouts or transparencies

 Can be uploaded to web

Steps in making effective multimedia presentations

 Know the purpose of the presentation

 Know the audience

 Gather information

 Use a variety of resources such as:

A. Textbooks

B. Digital resources

i. Photographs

ii. Scanned images, student work

 Internet

Do not forget to cite resources

a) Write the author’s name, title of the work and date of publication.

b) Include the website or Web page address of the source.

c) In general, non-profit educational use of online materials for lecture qualifies as “fair use”,

but it is better to ask the author’s permission to use such materials.

d) Always have full bibliographic reference for all citations.

Organize the information

a) List the main points.

b) Have only one main idea per slide.

c) Present ideas in logical order.

d) Place important information near the top.

46
 READINGS

 Madrunio, M. R., & Martin, I. P. (2018). Purposive communication: Using

English in multilingual contexts. Quezon City: C & E. Publishing.

 Cuerda F. (2017). Purposive Communication in the New General Education

Curriculum. Taguig, Philippines.

 https://prezi.com/hshnd4l_25qg/communication-aids-and-strategies-using-tool-of-technology/

 Shaz, G. (2018) Communication Aids And Strategies https://www.youtube.com/watch?

v=NnoFPNTa7EM

ACTIVITY

Groupings - Invite online 3 or 4 classmates to join your group. With your given

topic, choose a strategy from the list provided.

ASSIGNMENT

Choose one of the Communication Aids and Strategies given and describe

why you think it is the most effective aid/strategy to use.

ASSESSMENT

Quiz

I. Directions: Name the following Traditional and Audio Media tools.

_________________________

47
 _____________________________________

_____________________________________

II. Directions: Circle the letter of the correct answer.

1. __________________is a large pad paper that rests on an easel allowing the speaker to record

text or drawings with markers during a speech.

a. Overhead Transparencies

b. Powerpoint

c. Flipchart

d. Document Camera

2. _________________ is a copy of an object, usually built to scale that represents the object in

detail and useful for describing and explaining scientific topics.

a. Models

b. Designs

c. Products

d. Outcomes

3. _________________ are sheets of paper containing relevant information that some speakers use

in conjunction with other presentation media.

a. Models

b. Handouts

c. Real-time web access

d. Powerpoint
48
 4. _________________these materials can also help you achieve the same outcome as a flip chart

on an easel.

a. Overhead transparencies

b. LCD Projector

c. Whiteboards and Chalkboards

d. None of the above

5. _________________ can stimulate mental images, triggering the imagination and setting a mood.

a. Sound System

b. Sound Bar

c. Sound Machine

d. Sound Recordings

REFERENCES

 Communication aids and strategies https://www.youtube.com/watch?

v=NnoFPNTa7EM

 Communication aids and strategies using tools of technology https://

www.youtube.com/watch?v=7CGKSihL7B8

 Cuerda F. (2017). Purposive communication in the new general education curriculum . Taguig,

Philippines.

 https://prezi.com/hshnd4l_25qg/communication-aids-and-strategies-using-tool-of-technology/

 Madrunio, M. R., & Martin, I. P. (2018). Purposive communication: using English in multilingual

contexts. South Triangle, Q.C.: C & E. Publishing.

 Shaz, G. (2018) Communication aids and strategies https://www.youtube.com/watch?

v=NnoFPNTa7EM

 Wright, T. (2019). Difference between an LCD & an overhead Projector https://www.quora.com/

What-is-the-difference-between-an-LCD-projector-and-an-overhead-projector

49
 MODULE # 6 : October 3—17, 2020

COMMUNICATION FOR VARIOUS

PURPOSES

LEARNING OUTCOMES
Upon completion of the lessons, the student will be able to:

 distinguish the letter of inquiry from the letter of appreciation,

 write letters of inquiry and appreciation,

 compare actual samples of informative and persuasive speeches,

 infer the distinction between the two kinds of speeches based on the samples,

 write an informative or persuasive speech and

 deliver a speech in front of a live audience or a virtual one.

LEARNING CONTENT

How to Write Formal Business Letters

Access: edu.gcfglobal.org

What are business letters?

Business letters are brief messages sent to recipients that are often outside of the

organization. They are often printed on letterhead paper, and represent the business organization, in

one or two pages.

When you communicate with another company, business letters can present your message in

a classic, polished style. Unlike internal memos, business letters are structured . However, business

letters are also quite versatile, as they can be used for official requests, announcements, inquiries,

sharing information, expressing appreciation and much more.

Despite the formality, such letters can still have a friendly tone, especially because they

include short introductions before getting to the main point. Regardless of the tone you use in your

letter, your writing should remain concise, clear and easy to read.
50
The Structure of a Business Letter

The business letter’s precise structure is crucial to its look and readability. As you write your letter,

you can follow the structure below to create an effective document.

Opening: Include your mailing address, the full date (for example, July 30, 2017), and the

recipient’s name, company, and address. Skip one line between your address, the date, and your recipient’s

information. Don’t add your address if you’re using letterhead that already contains it.

Salutation: Address the recipient using “Dear,” along with their title and last name, such as “Dear

Mr. Collins” or “Dear Director Kinkade.” If you don’t know the recipient’s gender, use their full name,

such as “Dear Taylor Dean.” Finally, be sure to add a colon to the end of the salutation.

Body: In the first paragraph, introduce yourself and the main point of your letter. Following

paragraphs should go into the details of your main point, while your final paragraph should restate the

letter’s purpose and provide a call to action, if necessary.

Closing: Recommended formal closings include “Sincerely” or “Yours truly.” For a more personal

closing, consider using “Cordially” or “Best regards.” Regardless of what you choose, add a comma to the

end of it.

Signature: Skip four lines after the closing and type your name. Skip another line and type

your job title and company name. If you’re submitting a hard copy, sign your name in the empty space

using blue or black ink.

Enclosures: If you’re including documents with this letter, list them here.

Another important part of the structure is the layout, which determines how the text is formatted.

The most common layout for a business letter is known as block format, which keeps all text left-justified

and single spaced, except for double spaces between the paragraphs. This layout keeps the letter looking

clean and easy to read.

Revision

As stated in Business Writing Essentials, revision is a crucial part of writing. Review your letter to keep it

concise, and proofread it for spelling and grammar errors. Once you’re finished writing, ask someone to

51
read your letter and give you feedback, as they can spot errors you may have missed. Also make sure any

enclosures are attached to your document and that any hard copies are signed.

After revising the content, consider the appearance of your letter. If you’re printing a hard copy, be sure to

use quality paper. Also try using letterhead to give your document a more official look.

Example of a business letter

To see this lesson in action, let’s take a look at a polished business letter by reviewing the example

below.

52
What you have just read is a letter of appreciation. In our era of text messaging, and “instant

communications” , writing personal thank - you notes and business letters is becoming a lost art. Yet,

formal letter writing is still a very valuable skill, and one that is appreciated by both business and

personal recipients.

Tips for Writing Letters of Appreciation

1. Write your letter as soon as possible, like the next day.

2. Explain why you’re writing the letter.

3. Keep the letter short and focused. Two paragraphs are sufficient.

4. Edit, edit, edit. You want to appear professional and polished, even in an appreciation letter.

5. Consider the format. ( Examine the format of the example above).

READING

 https: //www.the balance career.com

 https://www.courses.lumenlearning.com

ACTIVITY

1. Write a thank - you note to your mother for the delicious meal you had for lunch

or dinner

or

2. Write a thank-you note to your friend or relative for lending you his/her laptop.

Optional: Create a design for your thank- you- note.

53
 ASSIGNMENT

Surf the net or look for a Business Communication book from the OCC Library .

1. Do the following:

a. Define letter of inquiry.

b. Look for a good example of a letter of inquiry.

c. Distinguish the letter of inquiry and the letter of appreciation.

2. Research on Informative Communication and Persuasive Communication.

a. Write a clear distinction between the two.

b. Include two examples of topics for each type.

c. Consult the following books which are available in the OCC library:

 Purposive Communication in the 21st Century by Barrot, Jessie and Sipacio, John.

 Principles and Competencies in Purposive Communication by Sygaco, Sonia.

ASSESSMENT

Directions : A. Write a formal letter of appreciation to : ( Choose only one).

1. The Manager of Banco do Oro ( BDO) Primark Branch Ortigas Avenue

Extension, Cainta

2. Atty. Keith JohnIelle Nieto, Mayor of Cainta

Before you write your letter of appreciation, study closely the following rubrics for business letters.

54
Source:

http://kwhs.wharton.upenn.edu/wp-content/uploads/2015/12/Business-Letter-Writing-Rubric.pdf

INFORMATIVE COMMUNICATION

This kind of communication provides information and educates the audience on a specific topic.

It should help your audience learn, understand and remember information you are presenting. The main

purpose of informative communication, a speech , for example, is to provide interesting, useful and

unique .

Further, an informative speech is an oral presentation that aims to discuss, describe, clarify or

demonstrate a process, a phenomenon, an object, an event or simply something new or novel.

Do a close reading of the following informative communication which was culled from social

media as shared by the mother of an Asst. Professor in Infectious Diseases at John

Hopkins University.

55
 THE CORONA VIRUS

* The virus is not a living organism, but a protein molecule (DNA ) covered by a

protective layer of lipid (fat), which, when absorbed by the cells of the ocular, nasal or buccal

mucosa, changes their genetic code. (mutation) and convert them into aggressor and

multiplier cells.

* Since the virus is not a living organism but a protein molecule, it is not killed, but

decays on its own. The disintegration time depends on the temperature, humidity and type of

material where it lies.

* The virus is very fragile; the only thing that protects it is a thin outer layer of fat. That

is why any soap or detergent is the best remedy, because the foam CUTS the FAT (that is

why you have to rub so much: for 20 seconds or more, to make a lot of foam).

By dissolving the fat layer, the protein molecule disperses and breaks down on its own.

* HEAT melts fat; this is why it is so good to use water above 25 degrees Celsius for

washing hands, clothes and everything. In addition, hot water makes more foam and that

makes it even more useful.

* Alcohol or any mixture with alcohol over 65% DISSOLVES ANY FAT, especially the

external lipid layer of the virus.

* Any mix with 1 part bleach and 5 parts water directly dissolves the protein, breaks it

down from the inside.

* Oxygenated water helps long after soap, alcohol and chlorine, because peroxide

dissolves the virus protein, but you have to use it pure and it hurts your skin.

* NO BACTERICIDE OR ANTIBIOTIC SERVES. The virus is not a living organism

like bacteria; antibodies cannot kill what is not alive.

* NEVER shake used or unused clothing, sheets or cloth. While it is glued to a porous

surface, it is very inert and disintegrates only

-between 3 hours (fabric and porous),

-4 hours (copper and wood)

-24 hours (cardboard),

56
 - 42 hours (metal) and

-72 hours (plastic).

But if you shake it or use a feather duster, the virus molecules float in the air for up to 3

hours, and can lodge in your nose.

* The virus molecules remain very stable in external cold, or artificial as air conditioners

in houses and cars.

They also need moisture to stay stable, and especially darkness. Therefore,

dehumidified, dry, warm and bright environments will degrade it faster.

* UV LIGHT on any object that may contain it breaks down the virus protein. For

example, to disinfect and reuse a mask is perfect. Be careful, it also breaks down collagen

(which is protein) in the skin.

* The virus CANNOT go through healthy skin.

* Vinegar is NOT useful because it does not break down the protective layer of fat.

* NO SPIRITS, NOR VODKA, serve. The strongest vodka is 40% alcohol, and you

need 65%.

* LISTERINE IF IT SERVES! It is 65% alcohol.

* The more confined the space, the more concentration of the virus there can be. The

more open or naturally ventilated, the less.

* You have to wash your hands before and after touching mucosa, food, locks, knobs,

switches, remote control, cell phone, watches, computers, desks, TV, etc. And when using

the bathroom.

* You have to HUMIDIFY HANDS DRY from so much washing them, because the

molecules can hide in the micro cracks. The thicker the moisturizer, the better.

Also keep your NAILS SHORT so that the virus does not hide there.

-JOHNS HOPKINS HOSPITAL

PERSUASIVE COMMUNICATION

Persuasion is the process of motivating someone, through communication , to change a

57
particular belief, attitude, or behavior ( Adler and Rodman, 2006, in Sygaco, 2018).

Effective persuasive communication addresses the audience’s needs, values and

desires. Audiences respond better to persuasive communication when they feel the person speaking is

similar to them in some way , whether it’s in age, occupation or socio- economic status. ( https://

smallbusiness.chron.com effective communication.)

Examine the following speech of Martin Luther King:

In a sense we've come to our nation's capital to cash a check. When the architects of our

republic wrote the magnificent words of the Constitution and the Declaration of

Independence, they were signing a promissory note to which every American was to fall heir.

This note was a promise that all men, yes, black men as well as white men, would be

guaranteed the "unalienable Rights" of "Life, Liberty and the pursuit of Happiness." It is

obvious today that America has defaulted on this promissory note, insofar as her citizens of

color are concerned. Instead of honoring this sacred obligation, America has given the Negro

people a bad check, a check which has come back marked "insufficient funds."

But we refuse to believe that the bank of justice is bankrupt. We refuse to believe that

there are insufficient funds in the great vaults of opportunity of this nation. And so, we've

come to cash this check, a check that will give us upon demand the riches of freedom and the

security of justice.

We have also come to this hallowed spot to remind America of the fierce urgency of

Now. This is no time to engage in the luxury of cooling off or to take the tranquilizing drug

of gradualism. Now is the time to make real the promises of democracy. Now is the time to

rise from the dark and desolate valley of segregation to the sunlit path of racial justice. Now

is the time to lift our nation from the quicksands of racial injustice to the solid rock of

brotherhood. Now is the time to make justice a reality for all of God's children.

It would be fatal for the nation to overlook the urgency of the moment. This sweltering

summer of the Negro's legitimate discontent will not pass until there is an invigorating

autumn of freedom and equality. Nineteen sixty-three is not an end, but a beginning. And

those who hope that the Negro needed to blow off steam and will now be content will have a

58
rude awakening if the nation returns to business as usual. And there will be neither rest nor

tranquility in America until the Negro is granted his citizenship rights. The whirlwinds of

revolt will continue to shake the foundations of our nation until the bright day of justice

emerges.

But there is something that I must say to my people, who stand on the warm threshold

which leads into the palace of justice: In the process of gaining our rightful place, we must

not be guilty of wrongful deeds. Let us not seek to satisfy our thirst for freedom by drinking

from the cup of bitterness and hatred. We must forever conduct our struggle on the high

plane of dignity and discipline. We must not allow our creative protest to degenerate into

physical violence. Again and again, we must rise to the majestic heights of meeting physical

force with soul force.

The marvelous new militancy which has engulfed the Negro community must not lead us

to a distrust of all white people, for many of our white brothers, as evidenced by their

presence here today, have come to realize that their destiny is tied up with our destiny. And

they have come to realize that their freedom is inextricably bound to our freedom.

We cannot walk alone.

And as we walk, we must make the pledge that we shall always march ahead.

We cannot turn back.

There are those who are asking the devotees of civil rights, "When will you be satisfied?"

We can never be satisfied as long as the Negro is the victim of the unspeakable horrors of

police brutality. We can never be satisfied as long as our bodies, heavy with the fatigue of

travel, cannot gain lodging in the motels of the highways and the hotels of the cities. **We

cannot be satisfied as long as the negro's basic mobility is from a smaller ghetto to a larger

one. We can never be satisfied as long as our children are stripped of their self-hood and

robbed of their dignity by signs stating: "For Whites Only."** We cannot be satisfied as long

as a Negro in Mississippi cannot vote and a Negro in New York believes he has nothing for

which to vote. No, no, we are not satisfied, and we will not be satisfied until "justice rolls

down like waters, and righteousness like a mighty stream."

59
 I am not unmindful that some of you have come here out of great trials and tribulations.

Some of you have come fresh from narrow jail cells. And some of you have come from areas

where your quest -- quest for freedom left you battered by the storms of persecution and

staggered by the winds of police brutality. You have been the veterans of creative suffering.

Continue to work with the faith that unearned suffering is redemptive. Go back to

Mississippi, go back to Alabama, go back to South Carolina, go back to Georgia, go back to

Louisiana, go back to the slums and ghettos of our northern cities, knowing that somehow

this situation can and will be changed.

Let us not wallow in the valley of despair, I say to you today, my friends.

And so even though we face the difficulties of today and tomorrow, I still have a dream.

It is a dream deeply rooted in the American dream.

I have a dream that one day this nation will rise up and live out the true meaning of its

creed: "We hold these truths to be self-evident, that all men are created equal."

I have a dream that one day on the red hills of Georgia, the sons of former slaves and the

sons of former slave owners will be able to sit down together at the table of brotherhood.

I have a dream that one day even the state of Mississippi, a state sweltering with the heat

of injustice, sweltering with the heat of oppression, will be transformed into an oasis of

freedom and justice.

I have a dream that my four little children will one day live in a nation where they will

not be judged by the color of their skin but by the content of their character.

I have a dream today!

I have a dream that one day, down in Alabama, with its vicious racists, with its governor

having his lips dripping with the words of "interposition" and "nullification" -- one day right

there in Alabama little black boys and black girls will be able to join hands with little white

boys and white girls as sisters and brothers.

I have a dream today!

I have a dream that one day every valley shall be exalted, and every hill and mountain

shall be made low, the rough places will be made plain, and the crooked places will be made

60
straight; "and the glory of the Lord shall be revealed and all flesh shall see it together."2

This is our hope, and this is the faith that I go back to the South with.

With this faith, we will be able to hew out of the mountain of despair a stone of hope.

With this faith, we will be able to transform the jangling discords of our nation into a

beautiful symphony of brotherhood. With this faith, we will be able to work together, to pray

together, to struggle together, to go to jail together, to stand up for freedom together,

knowing that we will be free one day.

And this will be the day -- this will be the day when all of God's children will be able to

sing with new meaning:

My country 'tis of thee, sweet land of liberty, of thee I sing. Land where my fathers died,

land of the Pilgrim's pride, From every mountainside, let freedom ring!

And if America is to be a great nation, this must become true.

And so let freedom ring from the prodigious hilltops of New Hampshire.

Let freedom ring from the mighty mountains of New York.

Let freedom ring from the heightening Alleghenies of Pennsylvania.

Let freedom ring from the snow-capped Rockies of Colorado.

Let freedom ring from the curvaceous slopes of California.

But not only that:

Let freedom ring from Stone Mountain of Georgia.

Let freedom ring from Lookout Mountain of Tennessee.

Let freedom ring from every hill and molehill of Mississippi.

From every mountainside, let freedom ring.

And when this happens, and when we allow freedom ring, when we let it ring from every

village and every hamlet, from every state and every city, we will be able to speed up that

day when all of God's children, black men and white men, Jews and Gentiles, Protestants and

Catholics, will be able to join hands and sing in the words of the old Negro spiritual:

Free at last! Free at last!

Thank God Almighty, we are free at last!

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 ACTIVITY 1

Discuss the following question with 2 classmates.

1. Is this a good example of a persuasive speech? Why? Why not?

2. Submit the results of your discussion in three paragraphs to your teacher.

TIPS FOR PRESENTING PERSUASIVE SPEECHES

1. Know your audience.

2. Get the audience’s attention.

3. Establish credibility.

4. Tailor the message to the medium. What persuades in writing doesn’t necessarily persuade

when delivered verbally. For example, you can include numbers and statistics in a written document

because readers can take their time interpreting the data. But if you bombard listeners with these same

figures, you may confuse them and lose thei attention.

5. Convey Benefits. If you are, for example, pitching an idea to a client , explain how using your

idea will improve the company’s image and attract more customers.

6. Use Body Language. This can really not be overemphasized. Again, review the topic non-verbal

communication.

COMPONENTS OF A SPEECH

I. Introduction

1.Initial Summary

2.Speaker’s Credibility

3.Relevance of the topic to the audience

4.Self-introduction ( optional)

5.Thesis Statement

II. Body

A. Main Idea 1

* Supporting detail 1

* Supporting detail 2

62
 B. Main Idea 2

* Supporting Detail 1

* Supporting Detail 2

C. Main Idea 3

* Supporting Detail 1

* Supporting Detail 2

D. Conclusion

* Closure ( letting your audience know that you’re about to end your speech)

* Summary

* Call to Action

* Powerful Closing Statement

Source: Barrot , J. S. & Sipacio, P.J. (2018). Purposive Communication in the 21st Century

ACTIVITY 2

1. Visit the website TED TALKS, using the link https://www.ted.com/talks.

2. Listen to at least three speeches. Choose one persuasive speech and outline it

using as guide the Components of a Speech.

ASSIGNMENT

1. Polish your outline of a persuasive speech and submit it to your teacher.

2. Research on the following:

a. The memorandum

b. Incident reports

c. Minutes of meetings

Consult a good Business Communication book available in the OCC Library.

3. Collect at least two samples of memoranda from offices of your friends or relatives.

63
 ASSESSMENT
Directions.

1. Choose one of the following topics.

a. The total ban on single use plastics

b. Dredging of polluted rivers in selected barangays in Cainta
c. Constructing Motorbike/ Bicycle Lanes on Main Roads
d. Requiring school canteens to serve /sell only healthy foods
e. Black Lives Matter
2. Do an outline of your persuasive speech , using the Components of a Speech.

3. Submit your outline to your teacher.

4. Write a full length persuasive speech guided by your outline.

5. Submit your written speech to your teacher.

6. Do a virtual oral presentation of your speech, via Zoom or Google meet.

Rubrics for Oral Speech Presentation

Source: https://studylib.net/doc/7718461/oral-presentation-rubric---formal-speech-presentation---g...
64
 REFERENCES

 Barrot, Jessie S. & Sipacio, John F. (2018). Purposive communication in the 21st

century. Quezon City: C & E Publishing, Inc.

 Sygaco, Sonia B. (2018). Principles and competencies in purposive

communication. Quezon City: Great Books Trading

Online Resources:

 https.//www.grammarly.com.blogs.appreciation letters

 https.//www.chiefessays.net-informative

 https.//www.softschools.com

 https.//www.virtualspeech.com

 https://edu.gcfglobal.org/en/business-communication/how-to-write-a-formal-business-letter/1/

 https://studylib.net/doc/7718461/oral-presentation-rubric---formal-speech-presentation---g...

65
 MODULE # 7 : November 3 — 14, 2020

COMMUNICATION FOR WORK PURPOSES

LEARNING OUTCOMES
Upon completion of the lessons, the student will be able to:

 compose clear, coherent and effective communication materials,

 present ideas persuasively using appropriate language register, tone, facial

expression and gestures, and

 manifest awareness of audience and context in presenting ideas.

LEARNING CONTENT

GUIDELINES IN CONDUCTING BUSINESS MEETINGS

A meeting is a group communication in action around a defined agenda, at a set

time, for an established duration. Meetings can be effective, ineffective, or a

complete waste of time. If time is money and effectiveness and efficiency are your goals, then if you

arrange a meeting, lead a meeting, or participate in one, you want it to be worth your time

7 Steps in Conducting a Business Meeting

1. Call the meeting into order according to scheduled time.

2. Pass an agenda during the meeting.

3. Provide a summary of the previous meeting.

4. End the meeting on time.

5. Ask the secretary to take the minutes of the business meeting.

6. Prohibit members from insulting eachh other when issue gets intense.

7. End the business meeting with optimism.

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PROCEEDINGS OF A BUSINESS MEETING

 The presider opens up the 30 minute meeting to discuss some issues that have been brought to the

attention of the facilitators, or persons in charge of a department or unit.

 Refers to the agenda, and re-states the agenda items.

 Asks “Any other business?”

 Conducts the meeting, according to the agenda, allowing for those participants and facilitators with

roles to interject and interrupt the flow of the meeting, with their inputs.

 Observes how other participants react.

 If necessary, provides ‘cues’ to the participants and facilitators to raise their questions or issues

during the meeting.

 Asks the rapporteur to read orally major issues raised during the meeting.

 Asks for comments on the rapporteur’s summing up of issues.

 Asks for other business.

 Restates action points and out outcomes.

 Clarifies next steps if some issues went unresolved.

 Reminds people when to expect minutes and information updates.

 Clarifies date of next meeting.

 Adjourns the meeting.

ACTIVITY

1. Simulate a virtual meeting with 10 classmates.

2. Follow the agenda strictly.

3. Assign a rapporteur who will take down the minutes of the meeting.

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 ASSIGNMENT

1. Submit the minutes of the meeting to your teacher.

2. Look for the following or research for examples in books:

A. SAMPLE TEMPLATE OF A MEMORANDUM

B. SAMPLE BUSINESS REQUEST

C. REPORTING & RECORDING PROCESS FOR INCIDENTS

3. Research on the characteristics of a Good Report

ASSESSMENT

Directions:

 Enter all the corrections done by your teacher on the minutes of the meeting you

earlier submitted

 Submit the corrected/enhancement version of the minutes to your teacher.

LEARNING CONTENT

WRITING PERSUASIVE LETTERS AND REPORTS IN THE

WORKPLACE

A letter of persuasion is written to convince others about a particular issue or

problem. Persuasion is a difficult thing to do but following some key points can help us to do it in a

better way. Letters of persuasion can be written to different people for different reasons. Each

scenario will demand a different kind of letter from you but here are some of the key points, which

can help you to write a balanced and effective persuasion letter. Before starting your letter you

should collect ideas about what you want your reader to do, and why you want it.

1. Letter of Business Request

A letter of request must have an introduction, stating the request and specifying the call of action

with specific dates. The introduction is concise and persuasive with not more than two sentences.

Persuasive writing motivates the reader to fulfill such request. It the request is three or more things,

it is advisable to use bullet points to allow the request to be clearer and specific.

68
 “The final paragraph should include a call to action, which is what the writer is more

specifically asking the reader to do. Restate the initial request in this section, and add any pertinent

deadlines by which a response is required, along with an explanation. If the request involves making a

payment, ensure that the final paragraph has all the relevant payment details that the reader

needs” (How do you write a letter to request something?)

2. Reporting & Recording Process for Incidents

Reporting is a permanent record of events, incidents, problems, among others. The purpose of

incident reporting and investigations is to prevent a recurrence of the hazardous condition causing the

event. It also ensures that regulatory requirements are met. There are several kinds of reports, each with

a different purpose. Some reports keep and update people of undertakings in the department. Reports

can also be used for statistical compilation, spot problems, or know training requirements in a specific

department. Others, however, serve to aid in legal proceedings.

69
 The impact of a poorly written report is that one’s credibility might be affected if the issue goes

to court. “A poorly written report can cause you to lose a case in court, perhaps resulting in a criminal

being set free to kill, rape, steal, or commit arson again. Poorly written reports can make it difficult to

accurately identify training and equipment needs. They can result in failure to take appropriate follow-

up action on a problem” (Firebelle Productions, 2006).

Content such as spelling, punctuation, grammar and choice of words is very crucial in making

incident reports. Even comma omission or a wrong word can change the meaning of a statement.

70
3. Characteristics of a good report

A Report provides factual information depending on which decisions are made. So everyone should be

taken to ensure that a report has all the essential qualities of a good report. A good report must have the

following qualities:

1. Precision

In a good report, the report writer is very clear about the exact and definite purpose of writing the

report. His investigation, analysis, recommendations and others are directed by this central purpose.

Precision of a report provides the unity to the report and makes it a valuable document for best usage.

2. Accuracy of Facts

Information contained in a report must be based on accurate facts. Since decisions are taken on the

basis of report information, any inaccurate information or statistics will lead to wrong decisions. It will

hamper the achievement of the organizational goal.

3. Relevancy

The facts presented in a report should not be only accurate but also relevant. Irrelevant facts make a

report confusing and likely to be misleading to make proper decision.

4. Reader-Orientation

While drafting any report, it is necessary to keep in mind the person who is going to read it. That's why

a good report is always reader oriented. Reader’s knowledge and level of understanding should be

considered by the writer of the report. Well reader-oriented information qualifies a report to be a good

one.

5. Simple Language

A good report is written in a simple language avoiding vague and unclear words. The language of the

report should not be influenced by the writer's emotion or goal. The message of a good report should be

self-explanatory.

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6. Conciseness

A good report should be concise but it does not mean that a report can never be long. Rather it means

that a good report or a business report is one that transmits maximum information with minimum

words. It avoids unnecessary detail and includes everything which are significant and necessary to

present proper information.

7. Grammatical Accuracy

A good report is free from errors. Any faulty construction of a sentence may make its meaning different

to the reader's mind. And sometimes it may become confusing or ambiguous.

8. Unbiased Recommendation

If recommendations are made at the end of a report, they must be impartial and objective. They should

come as logical conclusions for investigation and analysis.

9. Clarity

Clarity depends on proper arrangement of facts. A good report is absolutely clear. Reporter should

make his purpose clear, define his sources, state his findings and finally make necessary

recommendations.

10. Attractive Presentation

A good report provides a catchy and smart look and catches the attention of the reader. Structure,

content, language, typing and presentation style of a good report should be attractive to make a clear

impression on the reader

72
 ACTIVITY

Directions: Choose only 1 activity

A.

1. Pretend that you are a policeman investigating a vehicular incident

2. Ask witnesses their version of the story

3. Ask the drivers and passengers, if there are any, of their version of their story.

4. Based on the accounts, write an incident report

B. Write an incident report on a fire incident on the third floor of your office.

C. Write an incident report on the absence or tardiness of employees because there is no available

transportation during the GCQ.

D. Exchange reports with three classmates. Take turns giving one.

ASSESSMENT

Directions:

A. Explain each of the following in one clear sentence.

1) BUSINESS MEETING

2) MEMORANDUM

3) LETTER OF BUSINESS REQUEST

4) REPORTING & RECORDING PROCESS FOR INCIDENTS

B. Directions: Choose and write one of the following :

1) A Memo or Memorandum

2) Business Request

73
 REFERENCES

 Sygaco, Sonia. 2018. Principles and competencies in purposive communication.

Quezon City: Great Books Trading.

 www.slideshare.net/mobile/RyamBuer/communication-for-work-purposes

 https://smallbusiness.chron.com/write-business-request-letter-56926.html

74
 MODULE # 8 : November 16—December 18, 2020

COMMUNICATION FOR ACADEMIC

PURPOSES

LEARNING OUTCOMES
Upon completion of the lessons, the student will be able to:

1. explain the nature of research and its importance in daily life,

2. differentiate qualitative from quantitative research,

3. compose a clear and timely title for his/her research topic,

4. state the purposes of the study,

5. state the research problem with pertinent questions,

6. write relevant notes on note cards,

7. describe, compare or synthesize related literature,

8. document sources or references through in-text citations or bibliographic entries,

9. select appropriate

a. research method

b. research design

c. research instrument

d. sampling method,

10. collect and analyze data,

11. summarize findings,

12. write topic and sentence outlines,

13. write a full-length academic or research paper,

75
 14. do a paper presentation confidently

15. use appropriate visual aids for the presentation,

16. manifest team spirit throughout the research group activity and

17. demonstrate responsibility, diligence, flexibility and cheerfulness, even under pressure.

LEARNING CONTENT

PART 1

1. The Nature of Research

Why is Research important? Qoura.com

2. What is Research? http.//www.youtube.com

Research is the systematic investigation and study of mater ials and sour ces to establish

facts and reach new conclusions. When you come across studies about events that happen or

experiences that you meet, these shape your understanding of the world around you. In various spheres

of human life, research has come up with developing appropriate solutions to improve the individual’s

quality of life. Although it may take place in different settings and may use different methods, scientific

research is universally a systematic and objective search for reliable knowledge (Fraenkel & Wallen,

2015).

Why do Research?

The research process will make you confident in your ability to find information and present it

effectively in varied ways.

Research is a gr eat way to networ k and meet new people. Under gr aduate r esear ch

allows you to grow and uncover opportunities for a later career. It is conducted in all disciplines and

encompasses a broad range of activities – from learning about research to discovering new knowledge

and creating new words. Research is about solving problems and answering questions in all disciplines.

Only through research can new inventions come into life. Imagine how communication would

have been had Graham Bell not invented the first ever practical telephone. Or what life could have been

76
today had Martin Cooper not introduced to the world the concept of mobile phones. Addicted as we are

to mobile phones, we need to understand that all the luxuries and amenities that are now available to us

are the results of research done by an individual or a group.

Can you imagine the amount of research projects Steve Jobs did to make the IPhone what it is

now? And research makes it improve its features even more!

3. Qualitative and Quantitative Research http.//www.youtube.com

What are the three methods of Research?

Qualitative research is an inquir y pr ocess of under standing how social or human

problems and phenomena occur. Its characteristics, foremost of which are its being conducted in a

natural setting where human behavior and events occur, its focus on the research participants’

perceptions and experiences and the way they make sense of their lives, its being varied, its being

emergent as new discoveries are discovered during the data gathering process, culminate in a general

pattern of understanding (Cresswell, 2004).

The strengths of qualitative research lie in providing the best answers to certain phenomena –

social, economic, political or even psychological, as well as its providing several avenues to understand

phenomena, behavior and conditions. Its weakness is mainly the tendency to be subjective, on the part

of the researcher.

Quantitative research, on the other hand, uses number s in stating gener alizations about a

given problem or inquiry, in contrast to qualitative research that hardly uses statistical treatment in

stating a generalization.

A generalization is a general statement, law, principle or proposition, as defined by Merriam

Dictionary.

Mixed Methods – uses both qualitative and quantitative methods.

For our academic paper project in Purposive Communication, we shall focus on

Qualitative Research.

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 Always keep in mind that Research is a systematic inquiry that brings about a better

understanding of phenomena, and eventually, solutions to problematic social or behavioral

circumstances, especially those encountered in daily life.

One such problematic situation is the drug menace. A study that focuses on the best way drug

dependents can be rehabilitated will benefit, even help transform society. Needless to say, the peace

and order situation will also improve.

Another one is a qualitative study on community livelihood projects for regular students and out

-of-school youth that have contributed to the increase in revenue and sustainability of a certain

barangay or municipality. The findings of the study can inspire other leaders to do similar projects in

their respective localities or jurisdiction.

Finding solutions, even tentative ones, to problems of daily life is one of the best justifications

for conducting qualitative research. Helping make life happy, peaceful and meaningful, productive and

progressive in sustainable ways is the best justification for research.

READINGS

 Cresswell, J. W. (2004) Planning, conducting and evaluating quantitative and

qualitative research. (2nd Ediiton). Columbus, Ohio: Merill Prentice Hall.

 McLeod, S. A. Observation Methods. Retrieved from www.simplypsychology.org/

observation.html

https.//students.UNSW.edu.au/sampleliterature.review

 Prieto N., Naval V., & Carey T. (2017) Practical research 1. Quezon City: Lorimar Publishing

78
 ACTIVITY

A Phone Interview. (Directions: Choose five classmates. Interview them and ask

them to answer yes or no to each of the following questions, and give a brief reason

for the answer.

1. Did you feel nervous during the pandemic? Why?

2. Did you feel scared during the pandemic? Why?

3. Did you feel stressed during the pandemic? Why?

4. Did you feel uncertain during the pandemic? Why?

A. Record all answers of your five classmates.

B. Write a report on the results of your interview.

C. Submit the report to your teacher.

ASSIGNMENT

Read pp. 50-60

Prieto N., Naval V. & Carey, T. 2017. Practical research 1. Quezon City: Lorimar

Publishing (Available in the OCC Library).

1. Explain Research Title.

2. What are research questions?

3. How do you narrow down a broad topic?

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 ASSESSMENT
Group Work

1.Form a group of 3 members. Exchange ideas on the importance of research in daily

life. At the end of the discussion, the group will prepare and submit a summary of their

ideas.

2. In triads, discuss the answers to the following question and prepare a group report, summarizing

each member’s contribution. Submit results of discussion to the teacher.

“Why Is Research Important in Daily Life?”

Individual Work

1. In not more than four sentences, explain the difference between the qualitative and

quantitative research methods.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

2. In one sentence, explain the meaning of mixed methods of research.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

3. What kind of research method will you use if you want to compare the COVID-19 cases in

Cebu and Davao? Explain your answer in not more than two sentences.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

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 4. What kind of research method will you use if you want to know the coping mechanisms of

unemployed single parents during the ECQ? Explain your answer in not more than two

sentences.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

REFERENCES

 Cresswell, J. W. (2004) Planning, conducting and evaluating quantitative and

qualitative research. (2nd Ediiton). Columbus, Ohio: Merill Prentice Hall.

 Fraenkel, J. and Wallen, N. (2015). How to design and evaluate research in

education. New York: Mc Graw Hill Companies, Inc.

 McLeod, S. A. Observation methods. Retrieved from www.simplypsychology.org/

observation.html

 https.//students.UNSW.edu.au/sampleliterature.review

 Prieto N., Naval V., & Carey T. (2017) Practical research 1. Quezon City: Lorimar Publishing

81
 LEARNING CONTENT

PART 2

Writing a Research Title

The title of the research is the research problem or inquiry in capsule form. Great care

must be taken in the formulation of the research title. It must clearly reflect the topic of investigation.

And it must be original, clear, concise or specific, and timely.

When you finally decide on a research topic, make sure that your research topic and research questions

match.

Broad and Specific Topics

Too broad topics will lead you nowhere. In order to narrow down broad topics to specific ones, the

purpose or intent of the study must be clear.

The following are examples of broad topics:

• Lack of Self-confidence

• Smoking Hazards

 Marketable Popular Garment Brand

 Human Immunodeficiency Virus (HIV)

The following are examples of specific topics:

• Lack of Self-confidence in Adolescents: Root causes, Manifestations and Interventions

• Health Hazards of Direct and Indirect Smoking: Prevention and Cure

 Marketability of a Popular Garment Brand: A Case Study

 HIV: Cause, Prevention, Treatment and Care

Other Topics of Interest

1. Issues like poverty, informal settling in congested cities, the lockdown issue, the transportation

problem, human rights, etc.

82
2. Gender inequality, sensitive issues like families or individuals trapped in sibling rivalry,

infidelity of spouse, financial crisis, brought about by unemployment, among others.

3. Online selling or online business from varied marketing aspects like what sells online and what

does not; consumer psychology or buyer behavior.

4. Online Games: Positive and Negative Effects on Gamers

5.Behavioral Problems like extreme shyness, being a loner or sociophobia

Stating Research Questions

The Research questions express clearly the specific direction or focus of the research problem or

inquiry. Needless to say, the research questions comprise the core of the study.

Examples of Research Questions

1. On Lack of Self-confidence in Adolescents

a. What are the root causes of lack of self-confidence in adolescents?

b. What kind of behavior do adolescents who lack self-confidence manifest?

c. What can the following groups of people do to boost up the self-confidence of adolescents?

• The Parents

• The Siblings

• The Church

• The Teacher

• The Guidance Counselors

The Peers

2. On Smoking Hazards

a. What dangers to one’s health can smoking bring about?

b. How is a non-smoker’s health affected when in the presence of people smoking?

83
c. What medical interventions can address the problem of smoking>

d.What psychological interventions can address the problem of smoking?

3. On the Market Success of a Garment Popular Brand

a. What are the items in a market plan?

b. What factors contribute to the successful marketability of a selected garment popular brand?

c. Why is the buying behavior of the consumers an important factor to consider in the marketing

plan?

d. What are the success indicators of the market plan of a selected garment popular brand?

4. Human Immunodeficiency Virus (HIV)

a. What is a human immunodeficiency syndrome?

b. How do humans get this virus?

c. What are the causes of HIV?

d. What are ways of preventing this virus to affect human health?

e. What caring interventions can be done to ensure the full recovery of an HIV victim?

Scope and Delimitation of Research

As has been earlier mentioned, too broad topics will lead the research nowhere. The scope and

delimitation of the study sets boundaries and parameters of the problem inquiry and narrows down the

scope of the inquiry. The scope is the domain of your research – what is in the domain, and what is not.

You need to make as clear as possible what you will be studying and what factors are within the

accepted range of your study. For example, if you are studying the ill effects of bullying on school

children, the scope could include both face-to-face bullying and cyber-bullying in grade 6 through 8.

Examples of Delimitation of Research

1. This study covers only those families in Barangay San Jose, Pasig City, benefited by the

government’s Pantawid Pamilyang Pilipino Program.

84
2. This study includes only those English freshman classes that use both Blended Learning and standard

ways of Language teaching.

3. This research investigation covers only Landbank-sponsored livelihood projects in Barangay San

Juan, Apalit, Pampanga.

ACTIVITY

Pair Work

Directions:

1. Invite a classmate you want to work with.

2. Choose 3 topics below and write the scope and delimitation of each choice in one sentence

each.

a. Cyber Crimes

b. Flu Virus

c. ECQ Frontliners

d. COVID-free Countries

e. Persons with Disability

3. Submit your work to your teacher.

ASSIGNMENT

Read Lesson 7, pp. 69-73, from the book Practical Research I by Prieto N., Naval V.

and Carey T.

Answer the following questions directly to the point:

1. What is the Statement of the Problem?

2. What are its purposes?

3. Do a close reading of the article “Tell me what you see. Am I pretty or ugly?”

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 ASSESSMENT
Individual Worksheet 1

Go back to Lesson 2, Other Topics of Interest, p. 9.

Directions:

1. Choose three broad topics.

2. Narrow down your choices to specific topics.

3. Submit your work to your teacher.

Individual Worksheet 2

Directions: Narrow down the following broad topics into specific titles. Choose three numbers

only.

1. Poverty

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

2. Inferiority Complex

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

3. Gender Equality

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

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 4. Single Parents

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

5. Hygiene Protocols During a Pandemic

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

6. Sociophobia

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

REFERENCE

 Quora.com (What is Research?)

 https.//www.sophia.org (Narrowing Down a Topic)

 http.//www.youtube.com (What is Research?)

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 LEARNING CONTENT

PART 3

The Statement of the Problem

The Statement of the Problem is the focus of the research, that is, what the researcher

wants to investigate and what questions s/he seeks answers to.

Purpose of the Statement of the Problem

Marshall and Rossman (1995) explain clearly the purposes of the problem statement or inquiry:

1. to describe the substantive focus of the research study,

2.to frame it as

a. a larger theoretical policy

b. a practical problem and thereby, develop its significance,

3. to pose initial research questions,

4. to forecast the literature to be discussed in the second section and

5. to discuss the limitations of the study.

Example:

Specific Title of the Study:

Narcissism in Teenagers: Root causes, Manifestations and Interventions

Introduction

Taking selfies or taking video of oneself has become a social phenomenon that has been brought about

by the use of modern gadgets, particularly the mobile phone Adolescents take pictures or videos of

themselves, their possessions, their latest happenings or gigs, their friends, their food-anything, anyone

they take a fancy on, anywhere, anytime. A good number of people say that this social phenomenon has

evolved into narcissism. There is, to date, a dearth of research on this topic.

88
Statement of the Problem

Major Problem: This study aims to investigate the root causes of narcissism, as well as

manifestations and possible forms of interventions.

Specific Problems: Specifically, it seeks answers to the following questions:

1. What are the underlying causes of narcissism?

2. How has technology contributed to narcissistic bahavior?

3. What are the manifestations of narcissistic bahavior in adolescents?

4. What forms of intervention can be done to address this behavior of adolescents?

5. How can the following help in developing healthy self-esteem, positive outlook and attitudes

in adolescents?

a. Parents

b. Curriculum Planners

b. Administrators

c. Teachers

e. Guidance Cousellors

f. Peers

READINGS

 “Tell Me What You See: Am I Pretty or Ugly?” The Philippine Daily Inquirer

Aug. 4, 2014 Vol. 29 Issue No. 47.

 Prieto N., Naval V., & Carey T. (2017) Practical research 1. Quezon City: Lorimar Publishing .

89
 ACTIVITY

1. After reading the article “Tell me what you see, Am I Pretty or Ugly?”, do an

impromptu speech on the dangers of narcissism. Let 2 classmates be your virtual

listeners.

2. Write down at least one paragraph of your impromptu speech and submit it to your teacher.

ASSIGNMENT

1. A. Read Review of Related Literature, pp. 83-96 (Prieto, et al.)

B. Access “The Literature Review” by Lilia Servillano http.//www.youtube.com

2. Answer the following questions directly to the point.

a. What is a Literature Review?

b. What are its sources?

c. Explain each kind of literature review.

d. Explain each type of sources.

e. What are referencing styles?

f. Distinguish the APA and MLA styles of documentation

ASSESSMENT
Individual Worksheet I.

Directions: Write at least two concrete research questions for each of the following

topics:

Perceptions on the Impact of Low Grades on a Student’s Self-esteem

a)

b)

Environmental Influences on Some Women’s Desire To Be and To Stay Slim

a)

b)

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 Impact of Having A Member of the Family Addicted to Alcohol

a)

b)

Worksheet II.

Directions: Do a reflection on the dangers of narcissistic behavior. Your essay must have an

introduction, a body and a conclusion.

Rubrics for Assessing the Reflective Essay

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Some Suggestions for a Research Study

1. An Ethnological Study of the Sepoys of Cainta

2. A Study on any one of the following success stories

a. A Landbank-supported business, livelihood program or an entrepreneurship venture.

b. Successful Relief Operations In a Local Government Unit during the ECQ.

c. A Case Study: The Impact of Unemployment on a Family During the ECQ.

3. Street Beggars: A Case Study

Your own suggestion.

______________________________________________________________________________

______________________________________________________________________________

Worksheet III.

Group

1. Invite 2 classmates. Brainstorm with one another what problem in daily life that you, as a group,

would like to investigate or research on.

2. Choose the most researchable one. Narrow down your research topic. Have your research topic

approved by your teacher.

3. On a sheet of paper, write down the following:

a) Three objectives or purposes of your study.

b) A well-written Statement of the Problem

c) Three pertinent questions that express the problem of the study.

d) Parameters of the study in the scope and delimitation that set the boundaries of your study.

4. Submit your work to your teacher.

Remember: Make sure you have submitted an intelligent and informed choice for your topic.

This will now be your research project, a requirement of the course which has an equivalent of

25% when completed, submitted and orally presented.

92
 REFERENCES

 Marshall, C. & ROssman, G. 1989. Designing qualitative research. Thousand

Oaks, CA : Sage Publications, Inc.

LEARNING CONTENT

PART 4

Review of Related Literature

The Literature Review provides an overview of what has been written about a

specific topic. It has practically all the information and data which are authoritative and relevant to the

topic of the study. The Literature Review can cover a range of sources, namely:

 journal articles

 monographs

 computerized databases

 conference proceedings

 theses and dissertations

 empirical studies

 government reports and reports from other bodies

 historical records

 statistical handbooks

Why do a Literature Review?

A literature review may be a great way to help you come up with an enriched research idea.

This is also a means of ensuring that your idea/s has/have not been researched on by someone else.

Hence, there is a need to conduct a literature review. Dempster and Hannah (2016) provide some

reasons why a review is done. These are the following:

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 To indicate the research that has been conducted in the area before and to ensure that you’re not

“reinventing the wheel”,

 To demonstrate that you’re aware of important and recent studies in your study area. This way, you

ensure that you haven’t missed an important study that makes your research idea seem less brilliant

than you first imagined,

 To ensure that you haven’t missed literature detailing a novel way for you to conduct your study, or

pointing you to a data-collection tool that is most appropriate for your study,

 To explain the theoretical background to your proposed research project,

 To demonstrate your ability to critically analyze the literature in your study area. This indicates that

your research idea is based on a good understanding of previous research in the area, and it also

demonstrates your ability to highlight the existing gap or any disagreements in the research area

that your study addresses.

Ethical Standards in Writing Related Literature

Ethical concerns affect research. The term ethics refers to questions of right and wrong. When

researchers think about ethics, the question: “Is it right to conduct a particular study or carry out certain

procedures?” must be considered.

Fraenken and Wallen (2010) give a few examples of unethical practice related to research, to

wit:

 Require a gr oup of high school sophomor es to sign a for m in which they agree to

participate in a research study.

 Ask first-graders sensitive questions without obtaining the consent of their parents to question

them.

 Delete/s data collected that do not suppor t the r esear cher ’s hypothesis.

The examples above violate ethical practice. Hence, every researcher should be knowledgeable

and very much aware of ethical principles at work when doing research.

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 Resnik (2015), in addition, has spelled out some rules in observing ethical standards in the

review of literature in research. They are as follows:

 Report your findings with complete honesty.

 Do not misinterpret, mislead and/or intentionally misinterpret.

 Give appropriate credit when using other people’s work.

Avoid plagiarism by fully acknowledging all contents belonging to others. To underscore

plagiarism, remember this – “If you quote or paraphrase another author’s work without

acknowledging it, you are plagiarizing!”

Research integrity means that a r esear cher uses wor d/s that can be tr usted as

representative truthful positions and statements. It carries special importance in qualitative research,

because the design and procedure for doing qualitative research are potentially more flexible than other

kinds of research. There is a need to conduct the research accurately and fairly. For instance, one sign

of research integrity is the willingness to be proven wrong or even to have your earlier thinking on a

matter challenged. (Yin, 2011).

Types of Sources

Searching for information related to the research being undertaken needs time and much

thought. The sources can be classified into the following:

1. Primary – publications in which researchers report the result of their studies. Findings are

communicated by the authors directly to the readers. Most materials that fall under this type are

journals which are usually published monthly, quarterly or bi-annually. Each article deals with a

particular research or study.

2. Secondary – publications in which authors describe the work of others (Fraenkel & Wallen, 2008).

Textbook is a familiar example of this type. This is also used for different courses offered in the

curriculum. Other examples used are encyclopedias, research reviews and yearbooks.

3. Electronic – internet, web-based, films, documentaries, videos, among others.

95
Remember:

Reviewing literature requires critical, evaluative, and analytical skills because it demands choosing,

analyzing and deciding on what materials are relevant to the research at hand. It is also expected that

the researcher can make intelligent comments and reactions to materials being reviewed.

Listing References

Writing a research paper entails acknowledging sources from whom or where information and

data came from. Words from experts’ reference list will support arguments and give the study factual

basis. Further, the reference list allows the reader to locate the materials consulted or used during the

research and will add to the credibility and integrity of the study being done or has been conducted. The

said sources are indicated within the body of the report. They may also be found at the end and referred

to as bibliography or works cited. The list provides the information necessary for a reader to locate and

retrieve any sources you cite in the body of your paper. The reference list should begin on a new page

separate from the text.

This following module lesson presents the correct format using the APA documentation.

APA and MLA In-text Citation Format

APA, 6th Edition (pp. 169-179) Basic Citation Rules

 Follow the author (latest) and year of publication method. Place the period after the citation when it

is at the end of the sentence.

1. According to Sipacio (2014), APA style is required for Business student majors.

2. APA style is applied in the social sciences (Sipacio, 2014).

 Follow a work with only one author

1. According to Sipacio (2014), APA style is required for Business student majors.

2. APA style is applied in the social sciences (Sipacio, 2014).

96
 For two authors, notice in the example the use of “&” when the citations are inside the parentheses.

1. According to Sipacio and Barrot (2014), APA style is required for Business student majors.

2. APA style is applied in the social sciences (Sipacio & Barrot, 2014)

 For three to five authors, name all three during the first citation. Then, use the primary author

followed by ‘et al’. (which means ‘and authors’) for subsequent citations.

First citation

1. According to Sipacio, Barrot and Sanchez (2014), the APA style is appropriate for the fields of

nursing and education.

2. The APA is appropriate for the fields of nursing and education (Sipacio, Barrot & Sanchez,

2014).

Subsequent citation

1. Sipacio et al. stated that in general, the social sciences employ those citation styles (2014).

2. In general, the social sciences employ those citation styles (Sipacio et al.,2014).

Direct Citation

 When you use a direct quote with less than 40 words, you are required to include the page number/s

enclosed in parentheses. The page number must be preceded by ‘p.’ or ‘pp’.’ for multiple pages.

 Check the following examples focusing on the variety of formats and the use of capitalization,

parentheses, quotation marks, period, spacing, and numbers.

1. Sipacio (2014) claim that “beginners found the APA style guide too complex” (p.56).

2. According to Sipacio (2014), ““beginners found the APA style guide too complex” (p.56).

3. He claimed that “beginners found the APA style guide too complex” (Sipacio. 2014, p.56)

because of several factors.

 When you use a direct quote with 40 words or more, you are still required to include the page

number/s. Start your quotation in a new line with a ½ indentation on the left margin. There is no

97
 need to enclose long quotations in quotation marks, but the parenthetical citation should be placed

after the period.

 Check the example focusing on the spacing and placement of the citation.

In his article “Poverty in the Philippines: Income, Assets, and Access”, Scheliz (2005) suggests a list of

causes of poverty.

(1)low to moderate economic growth for the past 40 years; (2)low growth elasticity of

poverty reduction; (3)weakness in employment generation and the quality of jobs

generated; (4)failure to fully develop the agriculture sector; (5)high inflation during crisis

periods; (6)high levels of population growth; (7)high and persistent levels of inequality

(incomes and assets), which dampen the positive impacts of economic expansion; and (8)

recurrent shocks and exposure to risk such as economic crisis, conflicts, natural disasters,

and environmental poverty. (p.2)

MLA Basic Citation Rules

 The in-text parenthetical details in MLA vary depending on the type of source (e.g., print, web,

DVD) and the entry in your paper’s Works Cited page. The first detail in your reference’s in-text

citation must also be the first thing that will appear when it is listed in the Works Cited page.

 This style follows the author-page method. Note that the author’s name may appear in the sentence,

but the page number should always be in the parenthetical citation and not in the sentence.

 Check the examples focusing on the variety of formats and the use of capitalization, parenthesis,

quotation marks, period, spacing, and numbers. Notice the absence of a comma in the in-text

citation.

1. Sipacio claimed that MLA style is required for Humanities student majors (54).

2. MLA style is required for Humanities student majors (Sipacio 54).

 For single author in a print source, check the example below.

1. Sipacio claimed that MLA style is required for Humanities student majors (54).

98
 2. MLA style is required for Humanities student majors (Sipacio 54).

 For three or fewer authors, list all the names of the authors in the text or inside the parenthetical

citation. Notice the use of “and” in the parenthetical citations below.

1. Sipacio and Barrot claimed that MLA style is required for Humanities student majors (54).

2. MLA style is required for Humanities student majors (Sipacio and Barrot, 54).

3. Bautista, Castillo, and Sy state that a citation guide is useful when writing (54).

4. A citation guide is useful when writing (Bautista, Castillo, and Sy 54).

 For a print source with more than three authors, you can either use the first author’s name followed

by et al., or you can list all the authors.

1. Sipacio et al. claimed that MLA style is required for Humanities student majors (54).

2. MLA style is required for Humanities student majors (Sipacio et al. 54).

3. Sipacio, Miranda, Garcia, and Enriquez claimed that MLA style is required for Humanities

student majors (54).

 If the print source does not list an author, use the shortened title of the work enclosed in quotation

marks in the place of the author’s name.

1. MLA style is one of the many citation styles students can use (“Citation Styles” 64).

Direct Quotations

 Use double quotation marks to enclose direct quotes not exceeding four lines. In the parenthetical

citation, give the author’s last name and the page number.

 All punctuations which are part of the quoted text must be placed inside the quotation marks, but if

the punctuations are part of your own text, place them outside (see example 2 below).

1. Miranda claimed that “adhering to a style is a mark of discipline” (56).

2. Would it be fair to say that “adhering to a style is a mark of discipline” (Miranda, 56).

99
 If your source quotes another text, use “qtd.in” (which stands for as “quoted in”) in the

parenthetical remarks.

1. Mallari claimed that “the level of complexity differs according to each person” (qtd. in

Sipacio 56) because of several factors.

 For direct quotations that exceed four lines of text, start in a new line. There is no need to enclose

the whole text in double quotation marks, but make sure to indent the block of text 1” from the left.

Maintain double spacing. The parenthetical citation should come after the closing punctuation mark

of the quoted text.

In his article “Poverty in the Philippines: Income, Assets, and Access”, Scheliz (2005) suggests a list of

causes of poverty.

(1)low to moderate economic growth for the past 40 years; (2)low growth elasticity of

poverty reduction; (3)weakness in employment generation and the quality of jobs

generated; (4)failure to fully develop the agriculture sector; (5)high inflation during crisis

periods; (6)high levels of population growth; (7)high and persistent levels of inequality

(incomes and assets), which dampen the positive impacts of economic expansion; and (8)

recurrent shocks and exposure to risk such as economic crisis, conflicts, natural disasters,

and environmental poverty. (p.2)

READINGS

 Barrot, J.S. & Sipacio, P.J.F. (2016). Communicate today: English for academic

and professional purposes

 Citation machine — write smarter, cite accurately https://www.citationmachine.net/

100
 ACTIVITY

1. Worksheet 1 ~ In-text Citation

2. Worksheet 2 ~ Reference Citation

ASSIGNMENT

1. Complete the In-text Citation exercise found in this link.

https://elc.polyu.edu.hk/cill/exercises/intextrefs.aspx#a9

2. Research on Note-taking and Paraphrasing.

ASSESSMENT

Keeping in mind your chosen research topic with your group,

1. Look for various sources that correspond to your research topic.

a. book with one author

b. book with multiple authors

c. article from online journal

d. presentation from a published conference proceeding

e. thesis and dissertation (published or unpublished)

f. internet sources

2. Create bibliographic entries following the APA (References) and MLA (Works Cited) Reference

Citation Styles.

3. Divide the work among the three of you and do your Review of Related Literature for your

chosen research topic.

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 References

Works Cited

REFERENCES

 Barrot, J.S. & Sipacio, P.J.F. (2016). Communicate today: English for academic

and professional purposes. Quezon City: C&E Publishing Inc.

 Citation machine — write smarter, cite accurately (2000). Retrieved from https://

www.citationmachine.net/

 Cornell University Library. (2012). MLA citation style [PDF File]. Retrieved from https://

www.library.cornell.edu/sites/default/files/mla_style_revised.pdf

 James Cook University Singapore. (n.d.). APA referencing and in-text citations [PDF File].

Retrieved from https://www.jcu.edu.sg/__data/assets/pdf_file/0005/680063/APA-Referencing-and

-In-text-Citations.pdf

102
 OWL Purdue University Online Writing Lab. (n.d.). MLA in-text citations: The basics. Retrieved

from https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_

guide/mla_in_text_citations_the_basics.html#:~:text=In%2Dtext%20citations%3A%20Author%

2D,on%20your%20Works%20Cited%20page.

 Skyline College. (2020). APA citation style: APA citation exercises for books. Retrieved from

https://guides.skylinecollege.edu/c.php?g=279131&p=3086414

 The Hongkong Polytechnic University. (n.d.). In-text citation exercise. Retrieved from https://

elc.polyu.edu.hk/cill/exercises/intextrefs.aspx#a9

LEARNING CONTENT

PART 5

Note Taking

Access: How To Take Notes Effectively www.youtube.com

Note-taking is r ecor ding the essence of the infor mation, fr eeing the mind fr om having to r ecall

everything.

It is best to put notes on flash or index cards.

Write on top of the flash card the Title of the book, the author, the copyright, publishing

company and place of publication.

Then, write the important information and page number. It is best to paraphrase the

information you have noted down.

What is Paraphrasing?

Paraphrasing is using differ ent wor ds, to achieve gr eater clar ity. Specifically, it is

formulating someone else’s ideas in your own words. To paraphrase a source, you have to rewrite a

passage without changing the meaning of the original text. (https://www.scribbr.com)

103
 Example:

Original: Her life spanned year s of incr edible change for women as they gained mor e

rights than ever before.

Paraphrase: She lived thr ough the exciting er a of women’s liberation.

Important:

Every time you paraphrase, it is important to cite the source. You also have to be careful not to use

wording that is too similar to the original. Otherwise, you could be at risk of committing plagiarism.

Example:

Original Passage: “The number of foreign and domestic tourists in the Netherlands rose about

42 million in 2017, an increase of 9% and the sharpest growth rate since 2006. The national

statistics office CBS reported on Wednesday” (Dutchnews.nl, 2018).

Paraphrase Version: Accor ding to the national statistics office, the Nether lands

experienced dramatic growth in tourist numbers in 2017. More than 42 million tourists travelled

to or within the Netherlands, that year, representing a 9% increase- the steepest in 12 years

(Dutchnews.lnd, 2018).

Paraphrasing Tips

1. Start your first sentence at a different point from that of the original source.

2. Use as many synonyms as possible.

3. Change the sentence structures.

4. Break the information into separate sentences.

Source: www.scribbr.com

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 ACTIVITY

1. Write at least three note cards showing book, journal or magazine entries and

electronic sources.

2. Use the following model:

AN EXAMPLE OF AN INDEX CARD

Sample Literature Review Text (https://student.unsw.edu.au/sample.literature.review./)

Aquino (1992) suggested the following contents and format in outlining reviewed literature,

particularly related studies in the form of thesis or dissertation.

1. bibliographical entry of the material, which should be written on the topmost left-ha corner

of the index card;

2. the problem or question of the research study being reviewed

3. the research design which includes description of the sources of data and sample;

methodology or instruments used, data gathering procedures and statistical treatment

applied; and

4. the results, conclusions and recommendations and analysis, comments and reactions to the

concerned areas.
1. Where you found
2. Topic the information

Sources#3
Hughes’ Poetry

Hughes’ Poetry is an example of the innovative and

influential art of the Harlem Renaissance

Page 15

3. Paraphrase information 4. Page you found the fact

found on
105
 ASSESSMENT

1. Divide the work among you, three members, of your research project.

2. Do notecards as you research on your chosen topic from different assigned

sources.

3. Submit examples of notecards you have done to your teacher.

4. Keep all your notecards especially those that have been checked by your teacher in a zipped

plastic envelope.

5. You will need them when you organize and write your academic paper.

Synthesizing Information From Relevant Literature

What is a Synthesis?

A synthesis is a discussion that draws on one or more sources. Your ability to infer

relationships among sources such as essays, articles, fiction and also non-written sources such as

lectures, interviews and observations will be helpful in synthesizing information taken from your

review of literature. Inferring relationships like comparing between the teaching styles of your

favourite and least favourite instructors is something that is familiar to you. When synthesizing

information you have gathered, it is vital that you select the ideas and information from each source

that will make you achieve your purpose.

It is your purpose that determines not only what parts of your sources you will use but also

how you will relate them to one another. Have a basis on which to combine what you have gathered.

Hence, find out what relationships exist among the materials and sources you have reviewed.

Synthesis refers to the bringing together of materials from different sources, and the creation

of an integrated whole. In the case of your research, the “whole” is your structured review of relevant

works and your coherent argument for the study that you are doing.

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Types of Synthesis

You may choose from these two types of synthesis.

1. Explanatory synthesis. It helps the r eader s to under stand a topic. Its pr imar y aim is to pr esent

the facts in a reasonably objective manner. Explanations given may entail descriptions, sequence of

events or state of affairs.

2. Argument synthesis. Its pur pose is for you to pr esent your own point of view with the suppor t

of relevant facts drawn from services and presented in a logical manner. What is presented may be

debatable.

ASSIGNMENT

Read: Sampling Procedure, Understanding Data and Ways to Systematically Collect

Data, pp. 115-119. Use as reference

Practical Research I by Prieto, et al. (2017) Practical Research 1.

1. Explain each type of sampling.

2. List 5 qualitative research designs.

3. Explain the following research designs in not more than 3 sentences each.

a. Case Study

b. Ethnography

4. Explain in one sentence the following methods of data collection.

a. Interview

b. Focused Group Discussion

5. Explain the different kinds of sampling procedure.

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 ASSESSMENT

I. Writing Exercises. Directions:

1. A. In your own words, discuss the importance of a literature review in

not more than 3 sentences.

B. Distinguish primary and secondary sources two sentences.

2. State your own definition of the given terms, in one sentence each.

A. Ethics

______________________________________________________________

______________________________________________________________

B. Norms

______________________________________________________________

______________________________________________________________

C. American Psychological Association or APA is

______________________________________________________________

______________________________________________________________

II. True or False. Directions: Write True if the sentence is true and false if it is not true.

A. Literature review is concerned with adding new knowledge.

B. A bibliography is necessary in a literature review.

C. A good literature review uses clear lines of argument.

D. The film refers to a motion picture or movie, that can be a part of related literature.

E. Researchers should follow what referencing styles the school prescribes.

108
 REFERENCES

 Dutchnews.lnd, 2018

 Prieto N., Naval V., & Carey T. (2017) Practical research 1. Quezon City:

Lorimar Publishing

 www.scribbr.com

LEARNING CONTENT

PART 6

Sampling Procedures

Access: www.fairfoxcountry.gov./demograph/pdf/samplingprocedures.pdf

Introduction

In qualitative research, a sample is a smaller set of cases a researcher selects from a large

group and generalizes to the population.

Three things must be clear to the researcher:

 how much data s/he will need

 how s/he will select the sample

 how s/he will get participants

Non-probability Sampling

The three common types of non-probability sampling are convenience sampling, quota sampling and

judgmental sampling. These are mostly used in qualitative research.

A. Convenience Sampling

As the name implies, convenience sampling involves choosing respondents at the convenience

of the researcher. Examples of convenience sampling include people-in-the-street-interviews, the

sampling of people to which the researcher has easy access such as class of students and studies that

109
use people who have volunteered to be questioned, as a result of an advertisement or another type of

promotion.

B. Quota Sampling

This type samples a population that has been subdivided into classes or categories. It differs

from stratified and cluster sampling in that the classes in both are mutually exclusive and are isolated,

prior to sampling. Thus, the probability of being selected is known, and members of the population

selected to be sampled are not arbitrarily disqualified from being included in the results.

An example of quota sample would be a survey in which the researcher desires to obtain a

certain number of respondents from various income categories.

Probability Sampling

Three of the four basic types of Probability Sampling are:

A. Simple Random Sampling

B. Stratified Sampling

C. Cluster Sampling

Simple Random Sampling

To conduct this kind of sampling procedure, the researcher must have a list of all members of

the population of interest. From this list, the sample is drawn so that each person has an equal chance of

being drawn.

To avoid researcher bias, computerized sampling programs or random number tables may be

used. Reducing bias enables the researcher to estimate sample errors derived through statistical

calculations.

Stratified Random Sampling

This involves categorizing the members of the population into mutually exclusive and

collectively exhaustive groups. An example would be determining the average income earned by

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vendors in a city. To obtain more precise estimates, the researcher may stratify the samples by

barangays.

Cluster Sampling

The groups are defined in order to maintain the heterogeneity of the population. Clusters are

representative samples of the population as a whole. After the clusters are established, a simple random

sample of the clusters is drawn and the members of the chosen clusters are sampled. A cluster sample

might be used by a researcher attempting to measure the age distribution of persons residing in a given

locality.

Purposive Sampling

The primary factor in a qualitative research data collection is purposive sampling which can be

done while in the process of collecting data or while doing the interpretation or data analysis.

Depending upon the research design used, samples can be big or small.

Aside from the size of the sample, it is important that the researcher has set criteria of how

research participants are chosen – age, sex, socio-economic status, specific attributes or experiences,

etc.

Nueman (2007) says that purposive sampling is appropriate in three situations:

First, a r esear cher uses it to select unique cases that ar e especially infor mative. For

example, a researcher wants to use content analysis to study magazines to find cultural themes. He or

she selects a specific popular women’s magazine to study because it is trend-setting.

Second, a r esear cher may use pur posive sampling to select member s of a difficult -to-reach

specialized population. For example, the researcher wants to study COVID-19 survivors. It is

impossible to list all of them and sample randomly from the list. Instead, he or she uses subjective

information (e.g. locations where they work, or social groups they belong to) and experts to identify a

“sample” of COVID-19 survivors for inclusion in the research project.

Third, a r esear cher wants to identify par ticular types of cases for in -depth investigation.

The purpose is less to generalize to a larger population, that it, is to gain a deeper understanding of
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types. For example, (Gamson, 1992 as cited in Neuman, 2007) used purposive sampling in a focus

group study of what working-class people think about politics. Gamson took a total of 188 working-

class people to participate in one of 37 focus groups. He sought respondents who had not completed

college but who were diverse in terms of age, ethnicity, religion, interest in politics and type of

occupation. He recruited people from 35 neighborhoods in the Boston area by going to festivals,

picnics, fairs and flea markets and posting notices on many public bulletin boards. In addition to

explaining the study, he paid the respondents well so as to attract people who would not traditionally

participate in a study.

Data Collection

In doing a qualitative research on a problem in daily life or an aspect of human behavior, the

following are effective methods of Data Collection:

1. Interview – in this method, research participants are prodded to talk about their experiences,

feelings, beliefs, outlook, etc.

The interview can take the form of informal conversation, open-ended interviews or in-depth

discussion.

Interviews can be one-time interviews, multiple interviews with the same participants, multiple

interviews with various participants, or group interviews.

They can also be structured, unstructured and semi-structured, in accor dance to the r esear ch

design used.

Structured inter views use a set of questions pr epar ed by the resear cher . Dur ing the cour se

of the interview, the researcher or interviewer codes the responses.

Unstructured Inter views use open-ended questions which the interviewee or research

participant answers freely.

Semi-structured Inter views use both closed and open-ended questions.

When interviewing face-to-face, the researcher and participant engage in a conversation, which

is usually audio-recorded and the recording is transformed into a written text, ready for analysis,
112
through a process of transcription.

The same basic procedure applies for telephone interviews; virtual interviews via Skype have

also been explored, or via instant messaging or chat.

Interviews are ideally suited for experience type of research questions. (Braun and Clarke,

2013). Examples would be experiences of OCW’s, miners, college drop-outs, inventors, entrepreneurs,

and the like.

2. Focus Group Discussion – 6 to 8 persons participate in the interview. The advantage of this

is that critical issues or sensitive ones can be more freely discussed with a group. Because of the variety

and depth of opinions, views, perspectives expressed, this type of interview is a very rich source of

data. Needless to say, the moderator or researcher must be skilled in facilitating such group discussion,

and stay focused on the goal and topic of said interview.

ACTIVITY

Group Work

A. With your research groupmates, answer each of the following questions in a

complete sentence.

1. If you were to do an ethnographic study, which groups of people in the Philippines or in any

particular country would you like to do a research on?

______________________________________________________________________________

______________________________________________________________________________

2. State your reasons why you want to do an ethnographic study of this/these particular group/s of

people.

______________________________________________________________________________

______________________________________________________________________________

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 3. What kinds of data collection will you utilize as you do your investigation of this group of

people? Explain your choices in complete sentences.

______________________________________________________________________________

______________________________________________________________________________

4. Explain in 3-5 sentences why total immersion in the research participants’ natural setting is an

excellent way of data gathering.

______________________________________________________________________________

______________________________________________________________________________

B. Choose any of the following:

Directions:

 Simulate an in-depth interview with a classmate who will pose as ________________. (An

important person in your chosen research topic).

 Submit a one-page questionnaire to your teacher before the actual role play.

 Submit also an interview script (not more than 5 pages) which you and your interviewee

(classmate) will write and master for the role play.

ASSIGNMENT

1. Read pp. 126 to 156 (Prieto, et al.) Practical Research 1.

2. Access: Research Gate (PDF) Qualitative Data Analysis

3. Answer each of the following questions in complete sentences.

4. What is data analysis?

5. What is the meaning of coding as a form of analyzing data, like results of

interview?

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 ASSESSMENT

Group Work

Directions:

 Stimulate a focused group interview with 5 classmates who will pose as members

of an organization, community, or business area in your chosen topic.

 Submit a one-page list of questions which will serve as your guide and goal/purpose for the group

discussion.

 Moderate the focused group discussion which is videotaped by another classmate who is not part

of the group.

 Take down salient points of the discussion.

 Review videotape during your free time with your group.

 Do a collaborative report of the group discussion.

 Submit your collaborative report to your teacher.

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 Your report will follow this format.

Research Topic: ___________________________________________________________

Purpose of the Study: (List all guide questions here for the focused group discussion)

______________________________________________________

Salient Points that surfaced during Group Discussion

Learnings (Reflections)

Submitted by: _________________

Name of Moderator: _________________

Group Members: 1. _________________

2. _________________

3. _________________

Date Submitted: _________________

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Individual

I. On Qualitative Research Design

Multiple Choice. Directions: Circle the letter of the correct answer.

1. When a researcher aims to investigate the life and experiences of an alcoholic, a drug dependent

or a successful entrepreneur, which will s/he most likely choose as a qualitative research design?

a. Biographical/Autobiographical

b. Case Study

Explain your choice in a complete sentence.

___________________________________________________________________________________

___________________________________________________________________________________

2. When a researcher aims to focus on the inner world of the research participants such as asylum

seekers, or disaster victims, as related to texts which are examined carefully, which will s/he most

likely use?

a. Ethnography

b. Phenomenology

c. Case Study

d. Historical Study

Explain your choice in a complete sentence.

___________________________________________________________________________________

___________________________________________________________________________________

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 3. If a researcher would like to study the way of life of the Mangyans, their folkways and mores, s/

he most likely use:

a. Historical Research

b. Case Study

c. Grounded Theory

d. Ethnography

e. Discourse Analysis

Explain your choice in a complete sentence.

___________________________________________________________________________________

___________________________________________________________________________________

4. Which of these is not a likely topic of interest in qualitative research?

a. Human Situations

b. Social Phenomena

c. Groups of people and their cultural heritage

d. Scientific findings and Discoveries

e. Aspects of Human Behavior

Explain your choice in a complete sentence.

___________________________________________________________________________________

___________________________________________________________________________________

5. One of these is seldom used in qualitative research.

a. Structured Interview

b. Unstructured Interview

c. Questionnaire

d. Participant Observation

e. Focused Group Interview

118
Explain your choice in a complete sentence.

___________________________________________________________________________________

___________________________________________________________________________________

6. A weakness of qualitative research can take the form of

a. Subjectivity

b. Tediousness

c. Time Constraints

Explain your choice in a complete sentence.

___________________________________________________________________________________

___________________________________________________________________________________

7. Qualitative research offers several ways to understand _________.

a. Social or economic phenomena

b. Political or psychological phenomena

c. Human conditions

d. Human behavior

Explain your choice in a complete sentence.

___________________________________________________________________________________

___________________________________________________________________________________

8. Which field uses qualitative research to a great extent?

a. Arts and Humanities

b. Social Sciences

c. Behavioral Sciences

d. Natural Services

e. Language and Literature

119
Explain your choice in a complete sentence.

___________________________________________________________________________________

___________________________________________________________________________________

II. On Kinds of Sampling

Directions:

 Explain in a complete sentence how purposive sampling differs from random sampling.

___________________________________________________________________________________

___________________________________________________________________________________

 Express in your own words the meaning of purposive random in a complete sentence.

___________________________________________________________________________________

___________________________________________________________________________________

III. Group

By this time, you must have already a clear idea of what research method you will use for your data

gathering: Interview or Focus Group Discussion or both, case study or ethnographic study.

Directions: Submit to your teacher the following:

1. The research method/s you will use.

2. Your research plan which includes the:

a) persons who will participate in your research project

b) the dates you will do the interview and/or focus group discussion.

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 LEARNING CONTENT

PART 7

Data Analysis

Access: Research Gate (PDF) Qualitative Data Analysis http://www.qrca.org/?

page=typesqualresearch

Data Analysis Procedure

1. Coding for Themes or Issues - The most common data analysis procedure is coding.

In this procedure, the research analyst reads the data, and marks segments within the data; this

may be done at different times throughout the process. Each segment is labeled with a “code” –

usually a word or short phrase that suggests how the associated data segments inform the research

objectives. When coding is complete, the analyst prepares reports via a mix summarizing the

prevalence of codes, discussing similarities and differences in related codes across distinct original

sources/context, or comparing the relationship between one or more codes.

Some highly structured qualitative data, which are, close-ended responses from surveys or

tightly defined interview questions, are typically coded without additional segmenting of the content.

In these cases, codes are often applied as a layer on top of the data. The most common form of coding

is open-ended coding; the other form is a more structured technique called axial coding or integration

(Strauss and Corbin, 1990).

Shifting symptoms, having inconsistent days If you have lupus, I mean one day it’s my
liver; one day it’s my joints; one day it’s my
head and …
Interpreting images of self given by others It’s like people really think you’re a
hypochondriac if you keep complaining about
different ailments…
Avoiding disclosure It’s like you don’t want to say anything
because people are going to start thinking, you
Predicting rejections know, God, don’t go near her…

121
Keeping others unaware And I think that’s why I never say anything
Seeing symptoms as connected because I feel like everything I have is related
one way or another to the lupus…
Anticipating disbelief But most of the people don’t know I have
lupus, and even those that do are not going to
Controlling others’ views believe that ten different ailments are the same
thing. And I don’t want anybody saying, you
Avoiding stigma know (that) they don’t want to come around
Assessing potential losses and risks of disclosing me because I complain.
Source: Charmza (1995), as cited in Braun and Clarke, 2013.

General Steps in Data Analysis

Cresswell (1998) also suggests generic steps to follow in data analysis.

The generic steps in data analysis summarized by Cresswell (1998) involved the following:

 Organize and prepare the data analysis. This involves transcribing interviews, optically scanning

material, typing up field notes, or sorting and arranging the data into different types, depending on the

sources of information.

 Read through all the data. Obtain a general sense of the information and reflect on its over -all

meaning: what general ideas are participants saying? What is the tone of the ideas? At times, the

qualitative researcher writes marginal notes or starts recording general thoughts about the data at this

stage.

 Begin detailed analysis with coding process. Rossman and rollis (1998) define coding as the process

of organizing material into “chunks” before bringing meaning to those “chunks”. It involves taking

text data or pictures, segmenting sentences (or paragraphs) or images into categories, and labeling

those categories with a term, often term based on the actual language of the participant (called an

invivo term).

 Use the coding process to generate a description of the setting or people as well as categories or

themes for analysis. Description involves a detailed rendering of information about people, places or

events in a setting. This analysis is useful in designing detailed descriptions for case studies,

ethnographies, and narrative research projects. Then, use the coding to generate a small number of
122
 themes or categories-about five to seven categories. These themes are the ones that appear as major

findings in qualitative studies and are stated under separate headings in the findings section of

the study.

 Decide how the description and themes will be presented. One approach is to use a narrative passage

to convey the finding of the analysis and detailed discussion of themes and sub-themes or

interconnecting themes. The following are used by qualitative researchers as adjuncts to the

discussion: visuals, figures or tables.

 A final step in data analysis involves making an interpretation of data, that is, what Lincoln and

Guba (1985) call “lesson learned”.

These lessons could be:

 The researcher’s personal interpretation expressed in the individual understanding that the researcher

brings to the study from his/her own culture, history and experiences.

 A meaning derived from a comparison of the findings with information gleaned from the literature or

extant theories.

 Suggestions for new questions that need to be asked – questions the researcher had not foreseen

earlier in the study.

ACTIVITY

A. Outside of Class Interview

1. Interview a person or persons chosen for your research project.

2. Prepare a list of questions you will use for the interview – structured or

unstructured.

3. Submit the list of questions to your teachers for her comments/approval.

4. Do your interview or data gathering after your teacher has checked your questions.

B.

1. Do a focus group discussion with your selected research participants.

2. Do the procedure you did and submit a report to your teacher similar to what you did on p. 37.

123
 ASSIGNMENT

1. Read pp. 166-170.(Prieto, et al. Practical Research 1)

2. What is a conclusion?

3. What is the importance of a good conclusion?

4. What are recommendations?

ASSESSMENT

After you have done the interview with your research participants,

1. Together, analyze the results of the interview line by line, bearing in mind the

purpose of the interview and the dominant themes arising from responses.

2. Together with your group, decide on the prevailing theme or patterns of answers. Write a data

analysis report of the result of the interview with introduction, body and conclusion.

3. Submit the research report to your teacher.

ASSESSMENT 2

After your teacher has returned the evaluated Moderator’s Report on the Focus Group Discussion you

conducted, do the following:

1. With your research group, analyze the salient points that came out or surfaced during the focus

group discussions.

2. Decide on the dominant themes.

3. Do your data analysis.

4. Submit a report on your data analysis to your teacher.

5. The report must also have an introduction, a body and a conclusion.

124
What is an Outline?

Definition 1:

An outline is a plan for, or a summary of, a writing project or speech, and it is a crucial step in

creating a great composition. (https://www.thefreedictionary.com)

Definition 2:

An outline allows a writer to categorize the main points, to organize the paragraphs into an

order that makes sense, and to make sure that each paragraph/idea can be fully developed. Essentially,

an outline helps prevent a writer from getting stuck when performing the actual writing of an essay or

article. (https://www.aims.edu)

There are Two Kinds of Outlines:

1. Sentence Outline - is composed of complete sentences, from beginning to end.

2. Topic Outline - is composed of topics only, from beginning to end.

N.B. In no case should sentence and topics be mixed in outlines.

Example of Sentence Outline:

HOW TO IDENTIFY ENTREPRENEURSHIP OPPORTUNITIES IN THE SOCIETY

Thesis:

Entrepreneurship is a way for people to select and start their own business. To be successful

entrepreneurs, young entrepreneurs need to be continually innovating and looking for opportunities to

grow their start-ups.

Entrepreneurship can be quite stressful, but it allows people to gain the necessary life skills and

confidence to make it in the “real” world, by gaining hands-on experience.

I. LEARN ENTREPRENEURSHIP

1. Come up with business Ideas.

 Tap your interest.

 Go with what you already know.

 Ask yourself whether you’re passionate about running your future business.

 Use your skill set.

125
  Make your idea successful by focusing on the skills you already have.

 Make it as your advantage to do better in a certain business that you have chosen.

2. Learn core business such as finance, sales, marketing, management and accounting.

A. Be able to forecast cash flow and sales as well as monitor the loss and profit.

 Having sound financial management skills will help you to run your business profitably.

 Protect your financial investment.

B. Be able to promote products or service effectively.

 Customers may want to try your products or services and this will trigger a purchase

decision.

 Give satisfaction to your customers who can help your sales start to increase.

II. RECOGNIZE OPPORTUNITIES TO START YOUR BUSINESS.

1. Look for your potential customer.

A. Listen to their needs, wants, challenges and frustrations.

 What did they like and dislike in a similar product?

 What are their expectations in a similar product?

B. Develop better products for your customer.

 Create a plan for quality improvement for your product.

 Compare your product to that of your competitors to find out strategy.

2. Look for a problem of your community/target market.

A. Think about how you can create business in your community.

 Start thinking about it.

 Apply creativeness.

B. Think of alternative questions about the cause of the problem.

 Find the root cause of the problem.

 Start making potential solutions.

C. Start as Kiosk.

 Offer products and services at a lower cost.

126
  Start with few employees.

III. GO ONLINE

1. Observe latest trends.

2. Search articles related to how to improve your business strategy.

A. Get information and guidelines.

B. Apply or add them.

C. Make them.

Make it as your motivation to do better.

Source: Constantine’s Learn Entrepreneurship – https://europeanentrepreneurship.com

Example of Topic Outline:

HOW TO IDENTIFY ENTREPRENEURSHIP OPPORTUNITIES IN THE SOCIETY

Thesis:

Entrepreneurship is a way for people to select and start their own business. To be successful

entrepreneurs, young entrepreneurs need to be continually innovating and looking for opportunities to

grow their start-ups.

Entrepreneurship can be quite stressful, but it allows people to gain the necessary life skills and

confidence to make it in the “real” world, by gaining hands-on experience.

I. LEARNING ENTREPRENEURSHIP

1. Business ideas

A. Skills and interest

 Creativity

 Expertise

2. Core Business

 Sales

 Marketing

 Finance

127
  Management

 Accounting

II. RECOGNIZING OPPORTUNITIES TO START A BUSINESS

A. Target Market

 State of self-deprivation in an individual

 Desires for specific satisfiers of needs

B. Identifying the problem in your target area/market

 Root cause of the problem

 Solution to the problem

III. GOING ONLINE

A. Market trend

 Required changes for the business

 Comparison between current strategy

B. Business Strategy

 Guidelines

 Additional goals

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 LEARNING CONTENT

PART 8

Reporting and Sharing the Findings

Access: http://libguides.use-edu.writingguideconclusion

Drawing Conclusions from Pattern and Themes

Characteristics of Conclusions

1. They are inferences, deductions, abstractions, implications, interpretations, general statements

and/or generalizations based upon the findings.

2. They should appropriately answer the specific questions raised at the beginning of the

investigation, in the order they are given, under the statement of the problem.

3. They should point out what were factually learned from the inquiry.

4. They should be formulated concisely that is, brief and short, yet they convey all the necessary

information resulting from the investigation.

A Good Conclusion

1. presents the last word on the issues or questions you raised in your paper.

2. summarizes your thoughts and conveys the larger significance of your study.

3. identifies how a gap in the literature has been addressed.

4. demonstrates the importance of your ideas.

5. introduces possible new or expanded ways of thinking about the research problem.

Formulating Recommendations Based on Conclusions

The section on Recommendations presents and discusses how they support your findings and

conclusions. A well-thought-out set of recommendations will likely encourage the people addressed to

take them seriously. A recommendation for a preferred alternative should include:

129
1. specifically stating what should be done, the steps for its implementation, and the resources needed;

2. benefits to be discussed, as well as the problems to be corrected, avoided or improved;

3. analysis and discussion of the proposed recommendation; and

4. general statement about the nature and timing of the evaluation plan that would be used to

determine the effectiveness of the proposed recommendation.

An Example of An APA – Documented Academic Paper

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133
134
135
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Presenting a Written Research Paper

Writing a Complete Research Report

Research report is a written document or oral presentation based on a written document that

communicates the purpose, scope, objective(s), methodology, findings, limitations and finally,

recommendations of a research project to others.

However, rather than presenting a piece of written work, you will present your ideas verbally

and visually. Your presentation consists of two parts: the things you tell your audience and the things

you show them. This is an important facet to consider when you are preparing your speech. Remember

that a good presentation will not conceal poor scholarship but a poor presentation can negate even a

very good work of research. (lsuweb.kennesa/faculty/vbro211/papers/presenting-research.html)

Preparing an oral presentation involves many of the same pr ocesses involved in putting

together an essay or report; there’s a planning phase, a research phase and a writing phase. The main

objective of the presentation is to clearly communicate the objectives, methods, results and importance

of your research project to a broad audience.

Here is an outline that you can follow for your presentation.

 What is the problem?

 What is your research design/methodology?

 Present your discussion of results and findings.

 State your conclusions and present your recommendations.

Making an Oral Presentation of a Research Study

Access: https://www.gvsu.edu.

Guidelines for a Successful Presentation

Decide first whether you will use a Powerpoint Presentation or Web-based application before the

presentation. The latter of course is much easier for you since this is not the first time that you will do a

Powerpoint Presentation.

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During the Oral Presentation

1. Organize your thoughts.

2. Have a strong opening.

3. Define terms early.

4. Time yourself.

5. Finish with a bang.

In short, you or your research, or both, should create a memorable impact on your audience.

ACTIVITY

Group Activity

1. Prepare your slides for your Powerpoint Presentation of your research study.

2. Simulate the oral presentation of your research study via Zoom or Google

Meet.

ASSESSMENT

Oral Presentation

1. Your teacher, some invited teachers or administrators, and your classmates will use

the following Rubric in the assessment of your virtual Oral Presentation via Zoom or

Google Meet..

2. Your classmates and the guests will submit the results of their assessment to your

teacher.

139
 Category Scoring Criteria Total Points Score

Introduction is attention-getting, lays out the

10
problem well, and establishes a framework for

Organization Information is presented in a logical sequence. 5

(25 points)
Conclusion succinctly summarizes the presentation
to reiterate how the main points support the purpose/ 10
central thesis.

Technical terms are well-defined in language

5
appropriate for the target audience

Presentation demonstrates substance and depth. 10

Content
Material included is relevant to the overall message/
(30 points) 5
purpose.

Points made reflect mastery of data analysis. 5

Overall message/purpose is made relevant to the

5
target audience.

Speaker maintains good eye contact with the

audience and is appropriately animated (e.g. 5
gestures, movement, inflection)

Delivery
Speaker uses a clear audible voice. 5
(30 points)
Delivery is natural and enthusiastic. 5

Good language skills (grammar, pronunciation) are

5
used

Demonstrates full knowledge of topic. 5

Response to Actively listens to question and clarifies (when

Questions 5
necessary) prior to answering
(15 points)

Responds easily and confidently to questions. 5

Score Total Points 100

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TEAM SPIRIT EVALUATION* (By Research Group Members)

Directions: Evaluate one another, using the following criteria.

SCORING
CATEGORY TOTAL POINTS SCORE
CRITERIA
Submits All Assigned
Tasks
(20)

Submits All Assigned

Responsibility Task On Time
60
(60) (20)

Turns In Neat,
Organized And
Accurate Work
(20)
Makes Sure No Stone
Unturned In Search
For Relevant Material
(5)
Diligence
10
(10)
Turns In Even
Unassigned Material/S
(5)

Manifests Willingness
To Do An Assigned
Task Even Midstream
(10)
Flexibility
20
(20) Shows Willingness To
Repeat A Research
Procedure For Better
Results
(10)
Stays Calm Even
Under Pressure
(5)

Perks up The Group

Cheerfulness
When Things Get 10
(10)
Difficult Or When
Confronted With
Unforeseen
Difficulties
(5)

TOTAL 100

*A Teacher-made Tool
Done by Dr. Teresita G. Carey
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