Republic of the Philippines

ZAMBOANGA CITY STATE POLYTECHNIC COLLEGE

Region IX, Zamboanga City
R.T. Lim Boulevard, Baliwasan, Zamboanga City

LEARNING MODULE

GE 115 Date Developed: Document No. ZCSPC-VITALI LM 2020

CODE 08.08.2020 Issued by: APPROVED
Date Revised:
ZCSPC
PURPOSIVE
COMMUNICATIO
Developed by:
N
COU CLARISA A. MAPIGA
 PURPOSIVE COMMUNICATION
“Communication always has a purpose.

Before speaking, the first law is: you must know why you are talking.

You must know what you are communicating for:

What do you want?”

-Harbhajan Sigh Yogi, Spiritual Teacher

INTRODUCTION:

Welcome to Zamboanga City State Polytechnic College, the premier higher education institution
in Zamboanga Peninsula, one of the Centers of Development in Teacher Education Institutions in the
country and an ISO accredited institution as recognized by the Commission on Higher Education. It is
our pride and honor, that you choose ZCSPC as your school of choice. With the current situation under
a NEW NORMAL condition due to COVID19 Pandemic, our school is now trying to find ways and means
to provide accessible and quality tertiary education. It is for this reason that that administration has
decided to offer flexible learning education using two modalities: Blended and Distance Learning
education. In as much as we limit that actual and physical face-to-face mode of delivery, each college
has decide to come up with printed module to cater those students who cannot avail online learning
modalities. This module has been prepared to guide you in your learning journey with the use of the
Guided and Self-directed learning activities prescribed to finish your course. Each module includes
reading materials that have been chosen to help you understand the ideas and concepts introduced by
the module. It is natural for humans to communicate. Even before we learn a language, we
already communicate through our coos and cries when we were a baby. One interesting, major
milestone about our ability to communicate with others happens as early as the first 10 months
of our life. This is the stage in our pre-linguistic life that we first develop intentionality- the stage
where we first realize that communication can be used to achieve something, that
“communication always has a purpose.”

The course subject Purposive Communication is about writing, speaking and presenting
to different audiences and for various purposes (CMO 20 S. 2013). It highlights the importance
of purposeful communication in a global and multicultural world that we live in. The course is
composed of various, differentiated, and challenging tasks designed to enhance your critical
thinking, listening, speaking, reading, writing, and viewing skills and our intercultural
competence in communicating to people coming from diverse backgrounds. You will be
exposed and challenged to use the different digital tools in conveying your ideas to audiences
whose needs are shaped by the peculiarities of their situation and cultures. By the end of the
course, you should have acquired and mastered the essential knowledge, skills and
competencies that will help you achieve your academic and professional goals.
TO THE STUDENTS

Welcome to your Student Module on Purposive Communication!

Before you begin learning from and working on this module, it is important that you
understand the purpose and design of this module.

This is a self-instructional module which means that you will acquire basic concepts
and skills about Purposive Communication even without the supervision of your teacher. The
module has different tasks or activities that will challenge you to construct your understanding
and/ or knowledge about specific topics while simultaneously developing you communication
skills related to it. The module is divided into five (5) units, namely:

Unit1: Communication in the Global World

Unit2: Communication in the Digital Age

Unit3: Communication for Information and Persuasion Purposes

Unit4: Communication for Work Purposes

Unit5: Communication for Academic Purposes

END-OF-MODULE ASSESSMENT

In the overview, you were given ideas on the activities, tasks and assessment that you
need to complete in this module. For your final output for this course, you will have to prepare
and need a Student Portfolio, an assessment portfolio that will document what you have
learned about communicating to different audiences and for various purposes. Your Student
Portfolio will showcase your final performance task for each lesson/sub-lesson and your self-
reflections.

Due to some of the students have lack of internet connection at home; you are just
going to create a written portfolio instead of Digital Portfolio
 EVALUATION

To pass the course, you must:

1. Read all the course readings and answer the self-assessment activities and reflection
questions.
2. Answer the print- based discussion activities.
3. Submit the self- assessment activities and reflection questions for midterm and finals.
4. Submit the final project (Portfolio and Written Vlog)
5. Do the midterm and finals.

Evaluative Assessment Activities

A. Quizzes and Examination

Instruction: The instruction which are embedded, in your module must be answered
guided by the given evaluation tool. I will call, chat or send a message in GC, if you need help
or assistance for purposes of further validation and verification.

B. Projects

Instruction: There will be assignments, which will comprise the final project for this
course. The evaluation tools for these assignments are provided in this module.

GRADING SYSTEM

No. CRITERIA PERCENTAGE %

1 SUBMISSION OF PORTFOLIO AND WRITTEN VLOG 30

2 LEARNING OUTCOME VALIDATION 30
3 SUMMATIVE ASSESSMENT 40
TOTAL 100%
 TABLE OF CONTENT

Introduction 2

Purpose of the Module 3

Study Guide 4-5

Evaluative Assessment Activities 6

Table of Content 7-8

Module 1: Communication in the Global World 9-10

1.1 Communication Processes, Principles & Ethics 11

1.1.1 Models of Communication 12-16
1.1.2 Communication Theory Framework 17
1.1.3 Communication Processes 18-21
1.1.4 Types of Communication 22-24

1.2 Local & Global Com. in Multicultural Settings 25

Formative Examination 26

Module 2: Communication in the Digital Age 27

2.1 Understanding and Evaluating Multimodal Texts 27

2.2 Com. Aids & Strategies Using Tools of Technology 28-29

Formative Examination 30

Module 3: Com. for Information & Persuasive Purposes 31

3.1 Informative Com. versus Other Forms of Com. 31

3.1.1 Forms of Discourse 32-33

3.2 Obtaining Information from Various Sources 34-36

3.3 Logic & Reasoning 37

3.3.1 Major Type of Reasoning 38-39

Formative Examination 40

Module 4: Com. for Work Purposes

4.1 Fundamentals of Effective Communication in the Workplace 41

4.1.1 Importance of Good Communication for Workplace 42

4.2 Communication for Employment 43

4.2.1 Writing Resume 43-44

4.2.2 Writing a Cover Letter 45

4.2.3 Building Interview Skills 46-47

Formative Examination 48
Module 5: Communication for Academic Purposes

5.1 Introduction to Academic Writing 49

5.1.1 Characteristics of Academic 50-51
5.2 Writing to Describe & Narrate 52-53

Formative Examination 55
 MODULE 1: GE 115 PURPOSIVE COMMUNICATIONS

TITLE: Introduction to Purposive Communication

INTENDED LEARNING OUTCOMES

After studying this module, you are expected to:
1. Define purposive communication;
2. Discuss the different models of communication;
3. Identify the basic elements of communication, and
4. Differentiate the types of communication.

INTRODUCTION

What is PURPOSIVE COMMUNICATION?

Communication (came from the Latin term ‘communicare’ which means to share) is the
act of conveying meaning to a person or group of people using a mutual understood symbols,
gestures, and behaviors. As much as communication is acquired skills, not everyone can
communicate properly not unless they exert effort to develop and refine their communication
skill.

Communication is the act of conveying meanings from one entity or group to another
through the use of mutually understood signs, and symbols.

A. Objectives:

After studying this module, you are expected to:

1. Define purposive communication;

2. Discuss the different models of communication;

3. Identify the basic elements of communication, and

4. Differentiate the types of communication.

B. Lesson Outline

1.1 Definition of Purposive Communication

1.2

C. Lesson Proper

1.1 Definition of Purposive Communication

Communication (came from the Latin term ‘communicare’ which means to share) is the
act of conveying meaning to a person or group of people using a mutual understood symbols,
gestures, and behaviors. As much as communication is acquired skills, not everyone can
communicate properly not unless they exert effort to develop and refine their communication
skill.
 Communication is the act of conveying meanings from one entity or group to another
through the use of mutually understood signs, and symbols.

Understanding Purposive Communication

Human communication is dynamic, symbolic and interactive culture-bound process of

exchange of messages. Communication is the heart of human relationships.

Communication plays a significant role in a day basis since it is used to persuade,

inform, entertain and motivate. It is important to develop variety of skills depending on its
purpose, as well as to know how to interpret conversation and information coming from others.
Knowing your audience and understanding how they need to receive information is equally
important as knowing ourselves.

Importance of communication

We use communication every day in nearly every environment, including in the workplace.
Whether you give a slight head nod in agreement or present information to a large group,
communication is absolutely necessary when building relationships, sharing ideas, delegating
responsibilities, managing a team and much more.

Learning and developing good communication skills can help you succeed in your career, make
you a competitive job candidate and build your network. While it takes time and practice,
communication and interpersonal skills are certainly able to be both increased and refined.

There are four main types of communication we use on a daily basis: Verbal, nonverbal, written
and visual. Let’s take a look at each of these types of communication, why they are important
and how you can improve them for success in your career.

Related: Common Communication Barriers

Unit 1: COMMUNICATION IN THE GLOBAL WORLD

In this unit Communication in the Global World, you will be equipped with the knowledge
and skills necessary to engage in clear, productive, and respectful communication with a
culture different from yours. It is hoped that you will also develop attitudes that neither demeans
nor misjudges other cultures and traditions, but celebrates and respect them.

Lesson 1.1: Communication Processes, Principles and Ethics

At the end of this module, you are expected to:

1. Define purposive communication;

2. Discuss the different models of communication;

3. Identify the basic elements of communication, and

4. Differentiate the types of communication.

Exercises:

1. How can meal time promote effective communication and family bond?
 2. What are the barriers to communication?
3. When does miscommunication happen?

Activity 1: It Makes Sense

You are going to reflect on the following:

Have you experienced the same thing when you were misunderstood by others?
James W. Neulip (2006) lists eight properties of communication. You are going to
discuss what each property means. Write your consolidated insights on the second
column. Consult credible authors and professionals about their views on each
communication property. Write their definitions on the third column.

Eight properties and Definitions of Communication

Communication as What your group says What other people say
(Consult authors,
professionals)
Process
Dynamic
Interactive-Trans active
Symbolic
Intentional
Contextual
Ubiquitous

Cultural

1.1.1 Models of communication

From Wikipedia, the free encyclopedia

Communication major dimensions scheme

Communication code scheme

Linear Communication Model

Interactional Model of Communication

Berlo’s Sender-Message-Channel-Receiver Model of Communication

Transactional Model of Communication

Models of communication are conceptual models used to explain the
human communication process. The first major model for communication was developed in
1948 by Claude Shannon and published with an introduction by Warren Weaver for Bell
Laboratories.[1] Following the basic concept, communication is the process of sending and
receiving messages or transferring information from one part (sender) to another (receiver).[2]
In 1960, David Berlo expanded the linear transmission model with the sender-message-
channel-receiver (SMCR) model of communication.[3][4] Later, Wilbur Schramm introduced a
model that identified multiple variables in communication which includes the transmitter,
encoding, media, decoding, and receiver.[5]

Shannon–Weaver Model

Main article: Shannon–Weaver model

Claude Shannon and Warren Weaver were engineers who worked for Bell Telephone Labs in
the United States. Their goal was to ensure that telephone cables and radio waves worked at
maximum efficiency. Therefore, they developed the Shannon–Weaver model, which expanded
a mathematical theory of communication.[6] The Shannon–Weaver model, developed in 1949, is
referred to as the 'mother of all models'[7] and is widely accepted as a main initial model for
communication studies.[8]
The Shannon–Weaver model was designed to mirror the functioning of radio and telephone
technology. The initial model consisted of four primary parts: sender, message, channel,
and receiver. The sender was the part of a telephone a person speaks into, the channel was
the telephone itself, and the receiver was the part of the phone through which one can hear the
sender on the other end of the line. Shannon and Weaver recognized that static or background
sounds may interfere with a telephone conversation; they referred to this as noise. Certain
types of background sounds can also indicate the absence of a signal.[6]
Shannon and Weaver's original model contains five elements: information source, transmitter,
channel, receiver, and destination. The information source is where the information is stored. In
order to send the information, the message is encoded into signals, so it can travel to its
destination. After the message is encoded, it goes through the channel which the signals are
adapted for the transmission. In addition, the channel carries any noise or interference that
might lead to the signal receiving different information from the source. After the channel, the
message arrives in the receiver and is reconstructed (decoded) from the signal before finally
arriving at its destination.
In a simple model, often referred to as the transmission model or standard view of
communication, information or content (e.g. a message in natural language) is sent in some
form (as spoken language) from an transmitter/emisor/sender/encoder to a receiver/decoder.
According to this common communication-related conception, communication is viewed as a
means of sending and receiving information. The strengths of this model are its simplicity,
generality, and quantifiability. The mathematicians Claude Shannon and Warren Weaver
structured this model on the basis of the following elements:

 An information source, which produces a message.

 A transmitter, which encodes the message into signals.
 A channel, for which signals are adapted for transmission.
 A receiver, which reconstructs the encoded message from a sequence of received signals
and decodes it.
 An information destination, which processes the message.
Shannon and Weaver argued that this concept entails three levels of problems for
communication:

1. The technical problem: how accurately can the message be transmitted?

2. The semantic problem: how precisely is the meaning 'conveyed'?
3. The effectiveness problem: how effectively does the received meaning affect behavior?
Daniel Chandler criticizes the transmission model in the following terms:[9]

 It assumes that communicators are isolated individuals.

 It makes no allowance for differing purposes.
 It makes no allowance for differing interpretations.
 It makes no allowance for unequal power relationships.

Berlo
Main article: Sender-Message-Channel-Receiver Model of Communication

In 1960, David Berlo expanded Shannon and Weaver's 1949 linear model of communication
and created the sender-message-channel-receiver (SMCR) model of communication.[10] The
SMCR model of communication separated the model into clear parts and has been expanded
upon by other scholars.
Berlo's communication process is a simple application for person-to-person communication,
which includes communication source, encoder, message, channel, decoder, and
communication receiver.[11] In addition, David Berlo presented some factors that influence the
communication process between two people. The factors include communication skills,
awareness level, social system, cultural system, and attitude.[12]
Berlo's communication process starts at the source, which is the part that produces the
message using its communication skills, attitude, knowledge, social system, and culture. After
the message is developed, which are elements in a set of symbols,[12] the sender step begins.
The encoding process is where the motor skills take place by speaking, writing, touching, etc.
[11]
 The message goes through the channel which carries the message.[3] Then the receiver step
begins. The decoding process is where the sensory skills take place by hearing, seeing, feeling
touch, etc. Finally, the communication process ends at the destination, which is the part that
interprets the message using its communication skills, attitude, knowledge, social system, and
culture.[11]

Schramm
Communication is usually described along a few major dimensions: message (what type of
things are communicated), source/emissor/sender/encoder (by whom), form (in which form),
channel (through which medium), destination/receiver/decoder (to whom). Wilbur Schramm
(1954) also indicated that we should also examine the impact that a message has (both desired
and undesired) on the target of the message.[13] Between parties, communication includes acts
that confer knowledge and experiences, give advice and commands, and ask questions. These
acts may take many forms, in one of the various manners of communication. The form depends
on the abilities of the group communicating. Together, communication content and form
make messages that are sent towards a destination. The target can be oneself,
another person or being, another entity (such as a corporation or group of beings).
Communication can be seen as processes of information transmission governed by three levels
of semiotic rules:

1. Syntactic (formal properties of signs and symbols).

2. Pragmatic (concerned with the relations between signs/expressions and their users).
3. Semantic (study of relationships between signs and symbols and what they represent).
Therefore, communication is social interaction where at least two interacting agents share a
common set of signs and a common set of semiotic rules. This commonly held rule in some
sense ignores autocommunication, including intrapersonal communication via diaries or self-
talk, both secondary phenomena that followed the primary acquisition of communicative
competences within social interactions.

Barnlund
In light of these weaknesses, Barnlund (1970) proposed a transactional model of
communication.[14] The basic premise of the transactional model of communication is that
individuals are simultaneously engaging in the sending and receiving of messages.
In a slightly more complex form, a sender and a receiver are linked reciprocally. This second
attitude of communication, referred to as the constitutive model or constructionist view, focuses
on how an individual communicates as the determining factor of the way the message will be
interpreted. Communication is viewed as a conduit; a passage in which information travels from
one individual to another and this information becomes separate from the communication itself.
A particular instance of communication is called a speech act. The sender's personal filters and
the receiver's personal filters may vary depending upon different regional traditions, cultures, or
gender; which may alter the intended meaning of message contents. In the presence
of noise on the transmission channel (air, in this case), reception and decoding of content may
be faulty, and thus the speech act may not achieve the desired effect. One problem with this
send-receive model is that the processes of encoding and decoding imply that the sender and
receiver each possess something that functions as a codebook, and that these two codebooks
are, at the very least, similar if not identical. Although something like codebooks is implied by
the model, they are nowhere represented in the model, which creates many conceptual
difficulties.
Theories of co-regulation describe communication as a creative and dynamic continuous
process, rather than a discrete exchange of information. Canadian media scholar Harold
Innis had the theory that people use different types of media to communicate and which one
they choose to use will offer different possibilities for the shape and durability of society.[15]
[page needed]
 His famous example of this is using ancient Egypt and looking at the ways they built
themselves out of media with very different properties: stone and papyrus. Papyrus is what he
called 'space binding'. it made possible the transmission of written orders across space,
empires and enables the waging of distant military campaigns and colonial administration. The
other is stone and 'time binding', through the construction of temples and the pyramids can
sustain their authority generation to generation, through this media they can change and shape
communication in their society.[15][page needed]

Constructionist
There is an additional working definition of communication to consider[example needed] that authors
like Richard Lanham (2003) and as far back as Erving Goffman (1959) have highlighted. This is
a progression from Lasswell's attempt to define human communication through to this century
and revolutionized into the constructionist model. Constructionists believe that the process of
communication is in itself the only messages that exist. The packaging can not be separated
from the social and historical context from which it arose, therefore the substance to look at in
communication theory is style for Richard Lanham and the performance of self for Erving
Goffman.
Lanham chose to view communication as the rival to the over encompassing use of CBS model
(which pursued to further the transmission model). CBS model argues that clarity, brevity, and
sincerity are the only purpose to prose discourse, therefore communication. Lanham wrote: "If
words matter too, if the whole range of human motive is seen as animating prose discourse,
then rhetoric analysis leads us to the essential questions about prose style" (Lanham 10). This
is saying that rhetoric and style are fundamentally important; they are not errors to what we
actually intend to transmit. The process which we construct and deconstruct meaning deserves
analysis.
Erving Goffman sees the performance of self as the most important frame to understand
communication. Goffman wrote: "What does seem to be required of the individual is that he
learn enough pieces of expression to be able to 'fill in' and manage, more or less, any part that
he is likely to be given" (Goffman 73), highlighting the significance of expression.
The truth in both cases is the articulation of the message and the package as one. The
construction of the message from social and historical context is the seed as is the pre-existing
message is for the transmission model. Therefore, any look into communication theory should
include the possibilities drafted by such great scholars as Richard A. Lanham and Goffman that
style and performance is the whole process.
Communication stands so deeply rooted in human behaviors and the structures of society that
scholars have difficulty thinking of it while excluding social or behavioral events.
[weasel words]
 Because communication theory remains a relatively young field of inquiry and
integrates itself with other disciplines such as philosophy, psychology, and sociology, one
probably cannot yet expect a consensus conceptualization of communication across
disciplines.[weasel words]
Communication model terms as provided by Rothwell (11-15):

 Noise; interference with effective transmission and reception of a message. For example:
o physical noise or external noise which are environmental distractions such as poorly
heated rooms, startling sounds, appearances of things, music playing some where
else, and someone talking really loudly near you.
o physiological noise are biological influences that distract you from communicating
competently such as sweaty palms, pounding heart, butterfly in the stomach, induced
by speech anxiety, or feeling sick, exhausted at work, the ringing noise in your ear,
being really hungry, and if you have a runny nose or a cough.
o psychological noise are the preconception bias and assumptions such as thinking
someone who speaks like a valley girl is dumb, or someone from a foreign country can’t
speak English well so you speak loudly and slowly to them.
o Semantic noise is word choices that are confusing and distracting such as using the
word tri-syllabic instead of three syllables.
 sender; the initiator and encoder of a message;
 receiver; the one that receives the message (the listener) and the decoder of a message;
 decode; translates the sender's spoken idea/message into something the receiver
understands by using their knowledge of language from personal experience;
 encode; puts the idea into spoken language while putting their own meaning into the
word/message;
 channel; the medium through which the message travels such as through oral
communication (radio, television, phone, in person) or written communication (letters,
email, text messages);
 feedback; the receiver's verbal and nonverbal responses to a message such as a nod for
understanding (nonverbal), a raised eyebrow for being confused (nonverbal), or asking a
question to clarify the message (verbal);
 Message; the verbal and nonverbal components of language that is sent to the receiver by
the sender which conveys an idea.
Humans act toward people or things on the basis of the meanings they assign to those people
or things. Language is the source of meaning. Meaning arises out of the social interaction
people have with each other. Negative responses can consequently reduce a person to
nothing. Our expectations evoke responses that confirm what we originally anticipated,
resulting in a self-fulfilling prophecy.

Linear
This is a one-way model to communicate with others. It consists of the sender encoding a
message and channeling it to the receiver in the presence of noise. In this model there is no
feedback or response which may allow for a continuous exchange of information (F.N.S.
Palma, 1993).
The linear communication model was first introduced by Shannon and Weaver in 1949. In this
model, the message travels one direction from the sender to the receiver. In other words, once
the sender sends the message to the receiver, the communication process ends. Many
communications online use the linear communication model. For example, when you send an
email, post a blog, or share something on social media. However, the linear model does not
explain many other forms of communication including face-to-face conversation.[16]

Interactive/convergence
It is two linear models stacked on top of each other. The sender channels a message to the
receiver and the receiver then becomes the sender and channels a message to the original
sender. This model has added feedback, indicating that communication is not a one way but a
two way process. It also has "field of experience" which includes our cultural background,
ethnicity, geographic location, extent of travel, and general personal experiences accumulated
over the course of your lifetime. Draw backs – there is feedback but it is not simultaneous.

The Interactive Model

 For example, – instant messaging. The sender sends an IM to the receiver, then the
original sender has to wait for the IM from the original receiver to react. Or a
question/answer session where you just ask a question then you get an answer.

1.1.2 Communication theory framework

Main article: Theory of communication

Communication theory can be seen from one of the following viewpoints:

 Mechanistic: This view[who?] considers communication as a perfect transaction of a message

from the sender to the receiver. (as seen in the diagram above)
 Psychological: This view[who?] considers communication as the act of sending a message to
a receiver, and the feelings and thoughts of the receiver upon interpreting the message.
 Social Constructionist (Symbolic Interactionism): This view considers communication to be
the product of the interactants sharing and creating meaning. The Constructionist View can
also be defined as, how you say something determines what the message is. The
Constructionist View assumes that "truth" and "ideas" are constructed or invented through
the social process of communication. Robert T. Craig saw the Constructionist View or the
constitutive view as it's called in his article, as "…an ongoing process that symbolically
 forms and re-forms our personal identities." (Craig, 125). The other view of communication,
the Transmission Model, sees communication as robotic and computer-like. The
Transmission Model sees communication as a way of sending or receiving messages and
the perfection of that. But, the Constructionist View sees communications as, "…in human
life, info does not behave as simply as bits in an electronic stream. In human life,
information flow is far more like an electric current running from one landmine to another"
(Lanham, 7). The Constructionist View is a more realistic view of communication
[opinion]
 because it involves the interacting of human beings and the free sharing of thoughts
and ideas. Daniel Chandler looks to prove that the Transmission Model is a lesser way of
communicating by saying "The transmission model is not merely a gross over-simplification
but a dangerously misleading representation of the nature of human communication"
(Chandler, 2). Humans do not communicate simply as computers or robots so that's why
it's essential to truly understand the Constructionist View of Communication well. We do not
simply send facts and data to one another, but we take facts and data and they acquire
meaning through the process of communication, or through interaction with others.
 Systemic: This view[who?] considers communication to be the new messages created via
"through-put", or what happens as the message is being interpreted and re-interpreted as it
travels through people.
 Critical: This view considers communication as a source of power and oppression of
individuals and social groups.[17]
Inspection of a particular theory on this level will provide a framework on the nature of
communication as seen within the confines of that theory.
Theories can also be studied and organized according to the ontological, epistemological, and
axiological framework imposed by the theorist.

Ontology
Ontology essentially poses the question of what, exactly, the theorist is examining. One must
consider the very nature of reality. The answer usually falls in one of three realms depending
on whether the theorist sees the phenomena through the lens of a realist, nominalist, or social
constructionist. Realist perspective views the world objectively, believing that there is a world
outside of our own experience and cognitions. Nominalists see the world subjectively, claiming
that everything outside of one's cognitions is simply names and labels. Social constructionists
straddle the fence between objective and subjective reality, claiming that reality is what we
create together.[unbalanced opinion?][neutrality is disputed]

Epistemology
Epistemology is an examination of the approaches and beliefs which inform particular modes of
study of phenomena and domains of expertise. In positivist approaches to epistemology,
objective knowledge is seen as the result of the empirical observation and perceptual
experience. In the history of science, empirical evidence collected by way of pragmatic-
calculation and the scientific method is believed to be the most likely to reflect truth in the
findings. Such approaches are meant to predict a phenomenon. Subjective theory holds that
understanding is based on situated knowledge, typically found using interpretative methodology
such as ethnography and also interviews. Subjective theories are typically developed to explain
or understand phenomena in the social world.[citation needed]

Axiology
Axiology is concerned with how values inform research and theory development.[18] Most
communication theory is guided by one of three axiological approaches.[citation needed] The first
approach recognizes that values will influence theorists' interests but suggests that those
values must be set aside once actual research begins. Outside replication of research findings
is particularly important in this approach to prevent individual researchers' values from
contaminating their findings and interpretations.[19] The second approach rejects the idea that
values can be eliminated from any stage of theory development. Within this approach, theorists
do not try to divorce their values from inquiry. Instead, they remain mindful of their values so
that they understand how those values contextualize, influence or skew their findings.[20] The
third approach not only rejects the idea that values can be separated from research and theory,
but rejects the idea that they should be separated. This approach is often adopted by critical
theorists who believe that the role of communication theory is to identify oppression and
produce social change. In this axiological approach, theorists embrace their values and work to
reproduce those values in their research and theory development.[21]

1.1.3 Communication Process

The process of communication refers to the transmission or passage of information or

message from the sender through a selected channel to the receiver overcoming barriers that
affect its pace.
The process of communication is a cyclic one as it begins with the sender and ends with the
sender in the form of feedback. It takes place upward, downward and laterally throughout the
organization.
The process of communication as such must be a continuous and dynamic interaction, both
affecting and being affected by many variables.
Communication process consists of certain steps where each step constitutes the essential of
an effective communication.
The following is a brief analysis of the important steps of the process of communication.

The Different Elements in The Process of Communication

We will now learn about the different elements in the process of communication.

Sender

The very foundation of communication process is laid by the person who transmits or sends
the message. He is the sender of the message which may be a thought, idea, a picture,
symbol, report or an order and postures and gestures, even a momentary smile. The sender is
therefore the initiator of the message that need to be transmitted. After having generated the
idea, information etc. the sender encodes it in such a manner that can be well-understood by
the receiver.

Message

Message is referred to as the information conveyed by words as in speech and write-ups,

signs, pictures or symbols depending upon the situation and the nature and importance of
information desired to be sent. Message is the heart of communication. It is the content the
sender wants to covey to the receiver. It can be verbal both written and spoken; or non-verbal
i.e. pictorial or symbolic, etc.

Encoding

Encoding is putting the targeted message into appropriate medium which may be verbal or
non-verbal depending upon the situation, time, space and nature of the message to be sent.
The sender puts the message into a series of symbols, pictures or words which will be
communicated to the intended receiver. Encoding is an important step in the communication
process as wrong and inappropriate encoding may defeat the true intent of the communication
process.
Channel
Channel(s) refers to the way or mode the message flows or is transmitted through. The
message is transmitted over a channel that links the sender with the receiver. The message
may be oral or written and it may be transmitted through a memorandum, a computer,
telephone, cell phone, apps or televisions.
Since each channel has its advantages and disadvantages, the choice of proper selection of
the channel is paramount for effective communication.

Receiver

Receiver is the person or group who the message is meant for. He may be a listener, a reader
or a viewer. Any negligence on the part of the receiver may make the communication
ineffective. The receiver needs to comprehend the message sent in the best possible manner
such that the true intent of the communication is attained. The extent to which the receiver
decodes the message depends on his/her knowledge of the subject matter of the message,
experience, trust and relationship with the sender.
The receiver is as significant a factor in communication process as the sender is. It is the other
end of the process. The receiver should be in fit condition to receive the message, that is,
he/she should have channel of communication active and should not be preoccupied with
other thoughts that might cause him/her to pay insufficient attention to the message.

Decoding

Decoding refers to interpreting or converting the sent message into intelligible language. It
simply means comprehending the message. The receiver after receiving the message
interprets it and tries to understand it in the best possible manner.

Feedback

Feedback is the ultimate aspect of communication process. It refers to the response of the
receiver as to the message sent to him/her by the sender. Feedback is necessary to ensure
that the message has been effectively encoded, sent, decoded and comprehended.
It is the final step of the communication process and establishes that the receiver has received
the message in its letter and spirit. In other words, the receiver has correctly interpreted the
message as it was intended by the sender. It is instrumental to make communication effective
and purposeful.
Consider the following points related to the feedback involved in the process of communication
−
 It enhances the effectiveness of the communication as it permits the sender to know
the efficacy of his message.
 It enables the sender to know if his/her message has been properly comprehended.
 The analysis of feedbacks helps improve future messages. Feedback, like the
message, can be verbal or nonverbal and transmitted through carefully chosen
channel of communication.
 We can represent the above steps in a model as the model of communication process.
Types of Feedback

Kevin Eujeberry, the world famous leadership exponent mentioned the four types of feedback.
The types are as follows −
 Negative Feedback or corrective comments about past behavior
 Positive Feedback or affirming comments about future behavior
 Negative feedforward or corrective comments about future behavior
 Positive feedforward or affirming comments about future behavior

The goal of communication is to transmit information and the understanding information

from one person or group to another person or group. This communication process is divided
into three basic components: A sender conveys a message through a channel to the receiver.
The sender first develops an idea, which is composed into a message and then transmitted to
the other party, who interprets the message and receives meaning. Information theorists have
added somewhat more complicated language. Developing a message is known as encoding.
Interpreting the message is referred to as decoding.

Activity 1:

Answer the following questions in a 1 whole sheet of paper.

What are the elements of communication?

What are barriers to communication?
Characterize miscommunication and communication in the modern age.
When does communication happen?
Interestingly, you are in an era that communication has radically evolved from face-to-
face interaction to a virtual world. Before you compare online and offline
communication, let’s have fun first. Try classifying yourself as social media user

The active liker The Troll The Mema user

(Constantly appreciates (One who sows discord by (Short term for mema-post or
posts and comments, is provokes argument and mema-sabi lang, posting
always updated) upsetting people through off- anything even meaningless
topic messages) content just to gain attention)
The Ultra The Seasonal User The Viral Celebrity
(One who has all the social (One who uses social media (She/he draws attention and
media apps and latest news at certain period of time) comments, both positive and
negative all the time)

How similar is modern communication with traditional face to face communication?

___________________________________________________________________________
_______________________________________________________________________
How different is modern communication from what is used to be?

Summarize key insights on the table below.

Face to Face Digital Communication

Communication
Limitations
Affordances

SELF-REFLECTION
To be inserted in your Print Portfolio:

Why should you as individual respect and value people who are different from you?

1.1.4 TYPES OF COMMUNICATION

There are several different ways we share information with one another. For example,
you might use verbal communication when sharing a presentation with a group. You
might use written communication when applying for a job or sending an email.

There are four main categories or communication styles including verbal, nonverbal,
written and visual:
Image description

1. Verbal

Verbal communication is the use of language to transfer information through speaking

or sign language. It is one of the most common types, often used during presentations,
video conferences and phone calls, meetings and one-on-one conversations. Verbal
communication is important because it is efficient. It can be helpful to support verbal
communication with both nonverbal and written communication.

Here are a few steps you can take to develop your verbal communication skills:

 Use a strong, confident speaking voice. Especially when presenting

information to a few or a group of people, be sure to use a strong voice so that
everyone can easily hear you. Be confident when speaking so that your ideas are
clear and easy for others to understand.

 Use active listening. The other side of using verbal communication is intently

listening to and hearing others. Active listening skills are key when conducting a
meeting, presentation or even when participating in a one-on-one conversation.
Doing so will help you grow as a communicator.

 Avoid filler words. It can be tempting, especially during a presentation, to use

filler words such as “um,” “like,” “so” or “yeah.” While it might feel natural after
completing a sentence or pausing to collect your thoughts, it can also be
distracting for your audience. Try presenting to a trusted friend or colleague who
 can call attention to the times you use filler words. Try to replace them by taking a
breath when you are tempted to use them.

2. Nonverbal

Nonverbal communication is the use of body language, gestures and facial expressions
to convey information to others. It can be used both intentionally and unintentionally.
For example, you might smile unintentionally when you hear a pleasing or enjoyable
idea or piece of information. Nonverbal communication is helpful when trying to
understand others’ thoughts and feelings.

If they are displaying “closed” body language, such as crossed arms or hunched
shoulders, they might be feeling anxious, angry or nervous. If they are displaying
“open” body language with both feet on the floor and arms by their side or on the table,
they are likely feeling positive and open to information.

Here are a few steps you can take to develop your nonverbal communication skills:

 Notice how your emotions feel physically. Throughout the day, as you

experience a range of emotions (anything from energized, bored, happy or
frustrated), try to identify where you feel that emotion within your body. For
example, if you’re feeling anxious, you might notice that your stomach feels tight.
Developing self-awareness around how your emotions affect your body can give
you greater mastery over your external presentation.

 Be intentional about your nonverbal communications. Make an effort to

display positive body language when you feel alert, open and positive about your
surroundings. You can also use body language to support your verbal
communication if you feel confused or anxious about information, like using a
furrowed brow. Use body language alongside verbal communication such as
asking follow up questions or pulling the presenter aside to give feedback.

 Mimic nonverbal communications you find effective. If you find certain facial
expressions or body language beneficial to a certain setting, use it as a guide
when improving your own nonverbal communications. For example, if you see
that when someone nods their head it communicates approval and positive
feedback efficiently, use it in your next meeting when you have the same
feelings.

Related: Examples of Nonverbal Communication in the Workplace

3. Written

Written communication is the act of writing, typing or printing symbols like letters and
numbers to convey information. It is helpful because it provides a record of information
for reference. Writing is commonly used to share information through books,
pamphlets, blogs, letters, memos and more. Emails and chats are a common form of
written communication in the workplace.

Here are a few steps you can take to develop your written communication skills:

 Strive for simplicity. Written communications should be as simple and clear as

possible. While it might be helpful to include lots of detail in instructional
communications, for example, you should look for areas where you can write as
clearly as possible for your audience to understand.

 Don’t rely on tone. Because you do not have the nuance of verbal and
nonverbal communications, be careful when you are trying to communicate a
 certain tone when writing. For example, attempting to communicate a joke,
sarcasm or excitement might be translated differently depending on the
audience. Instead, try to keep your writing as simple and plain as possible and
follow up with verbal communications where you can add more personality.

 Take time to review your written communications. Setting time aside to re-

read your emails, letters or memos can help you identify mistakes or
opportunities to say something differently. For important communications or
those that will be sent to a large number of people, it might be helpful to have a
trusted colleague review it as well.

 Keep a file of writing you find effective or enjoyable. If you receive a certain
pamphlet, email or memo that you find particularly helpful or interesting, save it
for reference when writing your own communications. Incorporating methods or
styles you like can help you to improve over time.

Read more: Written Communication Skills: Definitions and Examples

4. Visual

Visual communication is the act of using photographs, art, drawings, sketches, charts
and graphs to convey information. Visuals are often used as an aid during
presentations to provide helpful context alongside written and/or verbal communication.
Because people have different learning styles, visual communication might be more
helpful for some to consume ideas and information.

Here are a few steps you can take to develop your visual communication skills:

 Ask others before including visuals. If you are considering sharing a visual aid
in your presentation or email, consider asking others for feedback. Adding visuals
can sometimes make concepts confusing or muddled. Getting a third-party
perspective can help you decide whether the visual adds value to your
communications.

 Consider your audience. Be sure to include visuals that are easily understood
by your audience. For example, if you are displaying a chart with unfamiliar data,
be sure to take time and explain what is happening in the visual and how it
relates to what you are saying. You should never use sensitive, offensive, violent
or graphic visuals in any form.
Lesson 2: Local and Global Communication in Multicultural Settings
Local and international businesses nowadays believe that schools should help students
to think more globally. Cultural awareness and understanding global issues are particularly
valued and are as equally important as learning a foreign language nowadays. Giving young
people an understanding of how the world works can be really important skill as far as thriving
in life is concerned (Sutcliffe, 2012).

Intercultural Communication Science explains that each person is genetically unique

except for identical twin; each person has a unique genetic composition. This uniqueness
becomes even more heightened because of individual experiences. Humans are formed by
forces other than genetics. Family background, Religious Affiliations, Educational
Achievements, Socio-cultural forces, economic conditions, emotional states, and other factors
shape human identities. Because of this, no two people can ever be exactly the same. People
interacting with those coming from unfamiliar cultures may have difficulties in communication.
Most people tend to conclude that miscommunication results from a speakers lack of
proficiency in a language. What is that realized is that fact that even with a excellent language
skills, people may still experience miscommunication. Characteristics of Cultural Contextual
Communication and Communicating across cultures are challenging. Each culture has set rules
that its members take for granted. Few of us are aware of our own cultural biases because
cultural imprinting is begun at a very early age. And while some of a culture's knowledge, rules,
beliefs, values, phobias, and anxieties are taught explicitly, most of the information is absorbed
subconsciously. The challenge for multinational communication has never been greater.
Worldwide business organizations have discovered that intercultural communication is a subject
of importance—not just because of increased globalization, but also because their domestic
workforce is growing more and more diverse, ethnically and culturally. We are all individuals,
and no two people belonging to the same culture are guaranteed to respond in exactly the
same way. However, generalizations are valid to the extent that they provide clues on what you
will most likely encounter when dealing with members of a particular culture, high-Context
culture vs. Low-Context culture. All international communication is influenced by cultural
differences. Even the choice of communication medium can have cultural overtones. The
determining factor may not be the degree of industrialization, but rather whether the country
falls into a high-context or low-context culture. High-context cultures (Mediterranean, Slav,
Central European, Latin American, African, Arab, Asian, and American-Indian) leave much of
the message unspecified, to be understood through context, nonverbal cues, and between-the-
lines interpretation of what is actually said. By contrast, low-context cultures (most Germanic
and English-speaking countries) expect messages to be explicit and specific and the
characteristics of Cultural Contextual Communication Sequential vs. Synchronic. Some cultures
think of time sequentially, as a linear commodity to "spend," "save," or "waste." Other
Going abroad though is not as simple as you think. It is crucial that you are prepared to
interact with different cultures.

The following are some distinct manners and practices of different culture. Write TRUE,
if the statement expresses truth about the countries’ distinct practices; otherwise, write FALSE.
Most of these items are taken from “Multicultural manners: New rules of etiquette for a
changing society.” of Dresser (1996).

On the Body Language

____ 1. When greeting, people from India hold their hands together in front of their chins in a
prayer-like position.

____ 2. When greeting, most Latinos expect body contact. Hugging and kissing on the cheek
are acceptable for both the same sex and the opposite sex.

____ 3. When greeting, most Middle Easterners, especially Muslims, avoid body contact with
opposite sex, but men may embrace and kiss one another.

____ 4. When greeting, most Americans, expect body contact. Women kiss once on each
cheek and hug; men shake hands.

____ 5. When greeting Orthodox Jews, avoid body contact with the opposite sex.

On Verbal Expressions

____ 1. Avoid wishing “Happy Birthday” or “Merry Christmas” to Jehovah’s Witnesses.

____ 2. After receiving praise, many Asians feel uncomfortable and embarrassed. They may
even consider praise as a form of subtle criticism.____ 3. Some Asian cultures consider it rude
to say no and will go to extremes to avoid doing so.

____ 4. Open criticism should be avoided when dealing with Asian employees, as this may lead
to loss of face.

____ 5. Do not assume a married woman has her husband’s last name.

On Classroom Behavior

____ 1. When greeting, people from India hold their hands together in front of their chins in a
prayer-like position.

____ 2. When greeting, most Latinos expect body contact. Hugging and kissing on the cheek
are acceptable for both the same sex and the opposite sex.

____ 3. When greeting, most Middle Easterners, especially Muslims, avoid body contact with
opposite sex, but men may embrace and kiss one another.

____ 4. When greeting, most Americans, expect body contact. Women kiss once on each
cheek and hug; men shake hands.

____ 5. When greeting Orthodox Jews, avoid body contact with the opposite sex.

On Verbal Expressions

____ 1. To avoid emotional upset for Korean children and parents, do not write students’
names in red-this has death connotations.

____ 2. If an Asian student bows to you, nod your head in response.

____ 3. Those from educational system outside the United States often consider informal, noisy
classrooms as places of play, not learning.

____ 4. Students from outside the United States are often shocked by some teachers’
behavior-sitting on desks, wearing casual clothing, encouraging students to call them by their
first name, engaging in humorous banter.

____ 5. In Jamaica and other parts of the Caribbean, teachers are respected and revered and
rarely challenged.

Activity 3: I Can Do It

You are going to answer it in a 1 whole sheet of paper.

How to adopt a foreign culture? Through the use of social media you are going to find and
interview friends or foreign students in the Philippines. Discover how they manage to adapt to
the language and culture in the country

To be inserted in your Print Portfolio:

SELF-REFLECTION

1. Have you interacted with people who have a different culture from yours? How was your
interaction with them? Was it clear? Was it productive? Was it respectful? What could you have
done for a better interaction?

2. What is your attitude towards people who have different culture from yours? Do you
celebrate how they are different from you? Do you look down on them?
References[edit]

 Craig, Robert T. (1999). "Communication Theory as a Field". Communication Theory. 9 (2):

119–161. doi:10.1111/j.1468-2885.1999.tb00355.x. ISSN 1050-3293.
Miller, Katherine (2005). Communication Theories: Perspectives, Processes, and
Contexts (2nd ed.). McGraw-Hill Higher Education. ISBN 978-0-07-293794-7
 FORMATIVE EXAMINATION
Module 1: COMMUNICATION IN THE GLOBAL WORLD

Name: ____________________________ Date: ___________

Course & Year: ________________

Direction: Answer the following questions and submit this sheet with your answer as part of
the course requirement.

1. What is purposive communication?

2. Explain the different models of communication.

3. What are the basic elements of communication?

4. Differentiate the different types of communication.

5. What is the importance of communication?

 Module 2: COMMUNICATION IN THE DIGITAL AGE
TITLE: Understanding and Evaluating Multimodal Texts

INTENDED LEARNING OUTCOMES

After studying this module, you are expected to:
1. Differentiate the different modes of communication;
2. Identify the different language registers;
3. Familiarize with the different technological/online tools which can facilitate effective
communication; and
4. List down common cross-cultural communication barriers and communication strategies
that can overcome these barriers.

Introduction:

Unlike in the past, communicating with others is usually confined to face-to-face

interactions, using a singular means of communication. The advent of technology though has
brought about far more complex and diverse ways of communicating and influencing others.
Hence, it is important that you are equipped with the knowledge and skills to efficiently and
effectively understand and communicate your ideas, values and cultures across ages, races,
religious and regions.
 Module 2: COMMUNICATION IN THE DIGITAL AGE

Lesson 1: Understanding and Evaluating Multimodal Texts

Multimodal texts are characterized by the combination of the five different modes of
Communication: linguistic- the scientific study of language and its structure, including the study
of morphology, syntax, phonetics, and semantics, visual-relating to seeing or sight, gestural-is a
form of non-verbal communication or non-vocal communication in which visible bodily actions.
Gestures include movement of the hands, face, or other parts of the body, audio- using sound,
especially when recorded, transmitted, or reproduced, spatial- is a type of pragmatic
communication, taking a variety of forms from verbal or pictorial description.

“Understanding and Evaluating Multimodal Texts”

Multimodal Text uses a combination of two or more communication modes. Multimodal text
does not necessarily mean to use of technology, it can be paper-based, live or digital.
Multimodal texts are characterized by the combination of the five different modes of
communication.
a. Linguistic- comprising aspects such as vocabulary, generic structure and grammar of
oral and written language.
b. Visual comprising aspects such as color, vectors, and viewpoint in still and moving
activities.
c. Gestural comprising aspects such as movement, speed and stillness in facial
expression and body language.
d. Audio comprising aspects such as volume, pitch and rhythm of music and sound
effects.
e. Spatial comprising aspects such as proximity, direction, position of layout and
organization of objects in space.

Activity1:

Let us know your knowledge on language registers. Read carefully the statements in
the first column and check the column of your answer.

Statements Agree Disagree

Frozen register is printed
language that does not
change and is found in
published works, historical
and religious documents.
Formal register uses
complete sentences
standard for work, business,
and academe. It uses
technical vocabulary.
Informal register is a two-way
participation

Listed below are the elements or features that belong to the different modes. You are
going to arranged them to its corresponding mode.

Hand gestures word choice delivery of spoken or written text (tone)

Body language coherence color

Proximity between people and objects ambient noise/ sound arrangement

Organization into sentences, phrases, paragraphs organization

Accent silent sound effects

Perspective tone layout and style, size volume of

sound

Music facial expressions

Activity2:

You will watch a TV commercial. As you watch the video, answer the following
questions:

1. What is the message?

2. What is the purpose of the message?
3. How is the message conveyed by the text and/or video?
4. What did you feel while and after watching the commercial?
5. Who is the target audience of the message?
6. What modes were used in presenting the message?
7. Do you think it effectively integrate the different modes in conveying its message?

Lesson 2: Communication Aids and Strategies Using Tools of Technology

We now live in a world where communicating to different kinds of people from different
places has become possible in just a click of button. Technology, specifically your access to
the internet, has allowed you to connect to the individuals or groups who are miles away from
you. Such power in your hands entails great responsibility. You are responsible in
understanding and learning more about the cultural differences between and among the
cultures in order for you to communicate effectively to anyone regardless of his or her culture
or social background.

Online communication refers to the ways in which individuals as well as computers can
communicate with each other over a computer network, such as the internet. These ways
include: chat room, e-mail. Online communication is often denigrated as a poor replacement of
face-to-face time. For most people, however, online communication is on top of, not instead of,
face-to-face time. In fact, research finds that social network quantity is more important and
social network quantity.

The advantages of online communication; cost effective compared to physical meeting,

easy connectivity from place in the world, best to use in different devices and gadgets, increase
productivity and efficiency, long term competitive advantage, ultimate support for environmental
protection, and time-consuming and costly. The disadvantages of online communication;
requires self-discipline and time management skills, diminished social interaction, not suitable
for every topic and lack of practice-based learning.

Online communication tools are as follows; videoconferencing-is a technology that

allows users in different locations to hold face to-face meetings without having to move to a
single location together, chats- talking to other people who are using the internet at the same
time you are. Usually this “talking” is the exchange of type-in messages requiring one site as
the repository for the messages and a group of users who take part from anywhere on the
internet, forums-a place in an internet where people can leave messages or discuss particular
subjects with other people at the same time, voice over IP-voice over Internet Protocol also
called IP telephony is a method and group of technologies for the delivery of voice
communication and multimedia sessions, and email –short for an electronic mail,” is one of the
most widely used features of the internet, along with the web..
Activity 1: What I know

Your education has always been labeled as the “digital natives”-individuals who were
born and raised in a world of gadgets, computers, and internet. Now, you will be tested if you
are truly digital natives. Below is a list of technological tools that can be used in communication
for each listed, provide a sample for each online communication tool and its benefits and
disadvantages as a communication tool.
Online Sample Benefits in Disadvantages
Communication Tool Site/App/Software Communication

videoconferencing

chats
forums
Voice over IP

email
 FORMATIVE EXAMINATION
Module 2: COMMUNICATION IN THE DIGITAL AGE

Name: ____________________________ Date: ___________

Course & Year: ________________

Direction: Answer the following questions and submit this sheet with your answer as part of
the course requirement.

1. Explain the different modes of communication.

2. Did you ever have an opportunity to interact with people coming from different backgrounds
using online communication tools like chat or videoconferencing? Briefly describe your
Experience.

3. What were the challenges that you encountered when conveying your message?

4. How did the communication tool help you convey your message?

5. What specific strategies did you use to make sure that your communication succeeds?
 .

Module 3: COMMUNICATION FOR INFORMATION AND PERSUASION

PURPOSES
TITLE: Understanding and Evaluating Multimodal Texts

INTENDED LEARNING OUTCOMES

After studying this module, you are expected to:
1. Differentiate the three forms of discourse;
2. Familiarize the different methods of exposition;
3. differentiate primary source from secondary source; and
4. inductive reasoning from deductive reasoning;

Introduction:

In this unit Communication for Information and Persuasion Purposes, you will be engaged in
disseminating information for the purpose of informing and influencing individuals on a matter
that affects everyone throughout his life: health. By way of a lesson you will have the great
honor of being a health ambassador of wellness and advocate of healthy living and lifestyle.
The experience will be both challenging and rewarding.
Module 3: COMMUNICATION FOR INFORMATION AND PERSUASION
PURPOSES
This lesson will dwell on three of the four forms of discourse-Exposition, Description,
and Narration-in the discussion of health literacy. It is necessary for you to distinguish each
type, for each of these discourses differs from one another in their style and purpose. Most of
your writing tasks involve these modes of discourse which make it imperative for you to
understand them.

Wellness is an active process of becoming aware of and making choices toward a

healthy and fulfilling life. Wellness is more than being free from illness; it is dynamic process of
change and growth. “a state of complete physical, mental, and social well-being, and not
merely the absence of disease or infirmity.”

Wellness is the state of living a healthy lifestyle and aims to enhance well-being, it can
affect physical, mental and social well-being while; health is a state of being it refers to
physical, mental and social well-being.

Wellness is important as we age because of regular exercise and proper nutrition can
help prevent a variety of ailments including cardiovascular disease, obesity, and fall risk
behaviors. Additionally, the need for vitamins and minerals after age 50, so it’s ever important
to have a healthy diet.

Lesson1: Informative Communication versus Other Forms of Communication

1.1 Three Forms of Discourse

Exposition - is the kind of writing that used to inform. The prefix “Ex- comes from the
Greek through Latin and means “out, or away from.” This mode of writing has several subtypes,
the most common being process analysis, definition, classification and division, comparison,
and contrast, cause and effect, and problem and solution.

Description - tells what things are like according to the five senses. A descriptive
essay, or a descriptive passage in a story, tells how things look, sound, feel, taste, and smell.
Nouns and adjectives show what a person, place, or things are like in their material aspects.

Narration- is a story telling. It involves relating a series of events, usually in a

chronological order.

Activities will be collected on the schedule date;

Activity1:

Writing Task: Think of the person who you think is a model of wellness. In a brief
paragraph, describe that person.

Listening/Speaking Task: Tell your partner of an experience related to your health. It

can be a story when you got sick or a story about on how you have achieved pursuing a
healthier you.

Once done, discuss with your partner the following questions. Prepare to share
discussion to the class.

How similar and different are the following: 1; your description in the Writing Task; and your
story about your experience in the Listening/Speaking task in terms of purpose, mode, and
Language use and idea organization?
Activity2:

In this activity you will focus on exposition as a discourse that gives information,
develops an idea, or provides an explanation. Its primary function is not to tell a story, although
exposition often uses narration as one of many techniques. Its primary function is not to create
vivid pictures, although description may at times be valuable technique of exposition. The
primary purpose of exposition is not to convince, although logical arguments and persuasion
frequently use exposition as one of their techniques. Simply told, the primary purpose of
exposition is merely to explain and inform.

Below are several methods of developing an exposition. They may be employed

individually or in combination with one another. To complete this activity, you need to go back
to the person that you thought earlier whom you believe is a model of wellness.

1. Definition:

A fitness trainer (Morgan) gives the definition of wellness as define by the World
Health Organization.

“Wellness is a state of complete physical, mental, and social well-being, and not
merely the absence of decease of infirmity.”

Another fitness trainer (Johnson) also gave a definition of wellness as:

“Wellness is much more than the absence of illness; it is health-promoting behaviors

to achieve your full potential. In other words, wellness is the pursuit of your best possible health
and well-being. It is a conscious choice, self- directed and self- motivating.”

Based on the given definitions, define “wellness” in your own words.

_________________________________________________________________________

2. Examples:

Name other individuals who fit a picture of wellness. Give at- least three (3).

3. Comparison:

If you were to compare the person of your choice to a Filipino dish, what dish will that be?
Why? Explain the analogy in relation to wellness.

4. Analysis:

Experts of wellness mention five components of wellness. An individual should strive to have a
healthy balance of these aspects of wellness: emotional, intellectual, physical, social, and
spiritual. Explain at -least three of the five components or aspects of wellness that the person
you admire possesses. What are your proofs that this person exemplifies these aspects of
wellness?

a.________________________________________________________________________

b.________________________________________________________________________

c.________________________________________________________________________

5. Process description:

What regimen, routine, or schedule did he or she follow? Explain at-least one.

6. Cause and effect:

At this point in his or her life, where is the person now? How successful is he or she? What has
the person achieved in life?

Lesson 2: Obtaining Information from Various Sources

In today’s digital age, there are various information available from different sources.
However not all of the information out there are relevant, authoritative, or well-researched to a
specific task you are working on. To communicate effectively, it is important to select
information for its quality and usefulness to the topic. This brings us to the discussion about
sources of information: primary sources and secondary sources. Having a clear understanding
of these sources will prove useful to you in writing papers, doing research, and other demands
in school. Further, including information from these sources other than your own ideas makes
your work scholarly.

2.1 Sources of information and its meaning

Sources of information may come from two sources: Primary sources and Secondary sources.

Primary sources are documents and original artifacts from people who participated in
and witnessed an actual event in history. These can also take different forms like audio
materials (memoirs, interviews, music); images (photographs, film, fine art, videos); objects and
artifacts (clothing, tools, pottery, memorabilia, inventions); statistics (census, population
statistics, weather accounts); or text (diaries, letters, legal agreements, journals,
autobiographies, laws, lectures, treaties, maps)

Secondary sources are documents, images, texts, and objects that are created by
someone who referenced primary sources through analysis, synthesis, interpretation, and
evaluation. Examples of secondary sources are journal articles that comment on or
analyze research; textbooks; dictionaries and encyclopedias; political commentary;
biographies; dissertations; newspaper editorial; opinion columns; criticisms of literature, art
works, or music

Activity 1:

Read the text, “The Truth about Mental and Emotional Wellness” and identify all the sources of
information found in the study. Analyze each source of information and determine if it is a
Primary Source or Secondary Source. You are also to write the sentence number of each
source to facilitate reference to it. Accomplish the table for its purpose.

The Truth About Mental and Emotional Wellness

Kaye Leah
Being emotionally and mentally healthy goes beyond the inability to handle stress or
the absence mental disabilities. The World Health Organization stresses that mental health
is an integral and essential component of health. The WHO constitution specifically states.
“Health is a state of complete physical, mental, and social well-being not merely the absence
of disease or infirmity.” It is this exact statement that stresses just how mental and emotional
wellness has become increasingly important over the last decades. The findings of
numerous research attest to this.
In a survey conducted by NatCen Social Research and the Department of Health
Sciences. University of Leicester called, “Mental Health and Well-being in England: Adult
Psychiatric Morbidity Survey 2014,” it is estimated that “one people in the past week
experienced a common mental health problem”. These mental health and behavioral
problems include depressions, anxiety, and drug use which are reportedly “the primary
drivers of disability worldwide, causing about 40 million years of disability in 30to 29-year-
olds,” as revealed in a study published at The Lancet journal entitled, “Global and Regional
Mortality from 235 causes of death for 20 age groups in 1990 and 2010: a systematic
analysis for the Global Burden of Disease Study in 2010.” The data from these studies
signify that mental health ought to be everyone’s business.
The Provincial Health Services Authority at British Columbia, Canada states that
mental wellness comes from feeling balanced, connected to others, and ready to meet life’s
challenges. It goes hand-in-hand with physical health. If a person eats well, gets enough
sleep and stays active, then, emotional health improves. Here we see the clear connection
between mental wellness and emotional wellness. Emotional wellness, as defined by the
student Health and Counseling Services at the University Of California, encourages
relaxation, self-care, stress, reduction, and the development of inner strength. A person of
emotional well-being inspires proper decision-making skills and independence or autonomy.
Understanding how to handle both positive and negative feelings is part of the process.
When we get into details to the process of dealing with mental and emotional disorders, it is
necessary to be aware of the habits that improve mental and emotional wellness.
Psychology today states the importance of making mental health a priority and the new
habits have to be informed in order to do this. One of these habits is to keep reminding
yourself of something positive. As research states, How you think about yourself has a
powerful effect on how you feel. Another habit to start doing is to be grateful. Gratitude is
linked to improved well-being and mental health. The third habit is to be mindful by focusing
on one thing at a time. Bring awareness to activities in you daily routine. Remember to
always pay attention at the moment, so your mind doesn’t wander and drift off.
In terms of emotional wellness, Dr Guy Winch, Ph.D., a clinical psychologist and
author of the book. “Emotional First Aid,” has some helpful insight. He stresses that
“Psychological health impacts our quality of life as much as our physical health does,” so it is
important to go through what he calls “regular psychological maintenance” to treat common
psychological “injuries”. One way is to protect one’s self-esteem and stop self-criticism.
Another is to avoid brooding thoughts by stewing over upsetting events. Other habits to form,
as Dr. Winch suggested, are to take control after a failure, find meaning after loss regardless
of how painful or traumatic the loss is, and remember to recover self-worth after a rejection.
These discussions on mental and emotional wellness explain why some people are
constrained in life, not being able to live a balanced life, and not fully embracing who they
are. This is no way to live at all. The route to wellness, both mentally and emotionally, maybe
painstaking but well worth the journey. Being optimistic, being mindful, and being grateful in
life are the keys in dealing with mental and emotional struggles. Seeking help and getting
support from family and friends are equally essential. Being able to understand mental and
emotional wellness can be phenomenal for people who have come to realize the need to be
mentally and emotionally unhealthy.

Sentence No. Source of Information Type of source

Activity 2:

Below is one of several definitions of emotional (mental) wellness:

“Emotional wellness implies the ability to be aware of and accept our feelings, rather
than deny them, have an optimistic approach to life, and enjoy life despite its occasional
disappointments and frustrations.”

What is your reaction and insight to this statement? In relation to the foregoing, write a
three-paragraph Reaction Paper about mental (emotional) wellness. A reaction paper pertains
to the response of the writer to a given prompt or text by presenting a commentary related to it.
It is a popular academic assignment because it requires thoughtful reading research and
writing. Your discussion should dwell on what mental and emotional wellness means both to
you and to everyone.

Print Portfolio:

Place your reaction paper in your print portfolio

Self-Reflection:

1. How important are primary and secondary sources in your writing assignments in

School?

2. How do you gather these sources?

Lesson3: LOGIC AND REASONING
All throughout our lifetime, we will find ourselves reasoning our way through everyday
matters and experiences to put meaning in our lives as we make life-changing decisions that
will ultimately affect our lives and others.

Logic and Reasoning and Its Meaning

Logic is a proper or reasonable way of thinking about something: sound reasoning; or a

science that deals with the rules and processes used in sound thinking and reasoning.
Reasoning is the process of thinking about something in a logical way in order to form a
conclusion or judgment or the ability of the mind to think and understand things in logical way.

A common way to convince and persuade others is to reason with them, and our
reasoning must be sound and logical. Logical reasoning is a thought process of drawing a
conclusion from a fact or a set of facts. This is borne out of our experience that there is
constancy in the events of our life day in and day-out that night follows day that the seas will
never run dry, and that at the end of the rainbow is a pot of gold.

3.1 Major Types of Reasoning

Inductive reasoning moves from specific instances into a generalized conclusion, while
Deductive reasoning move from generalized principles that are known to be true and specific
conclusion.

As human beings, we have brains that enable us to reason on a logical manner and
create reasons, differentiating us from the lower forms of animals. It happens though that
sometimes we err in our reasoning. This may be due a host of reasons like our emotional state,
ignorance, biases, and others. When this happens we became vulnerable and commit flawed
reasoning. In the realm of logic and reasoning, we commit fallacies. Fallacy is an error in
reasoning. We all have committed using fallacies that are “deceptive or wrong arguments”
(Espiritu 2014). How do we avoid using fallacies? It’s because “Learning good reasoning
includes understanding bad reasoning” (Espiritu 2014)

Fallacies those are commonly committed

Fallacy Explanation
Argumentum against the person Instead of finding fault on the claim,
proposal, or argument, the arguer directs his
attack on the character, personality, or belief
of his opponent.
Argument that goes in circle The arguer evades the real conclusion by
restating the same conclusion in new words,
making the reasoning circular.
Non sequitor or “It Does not Follow” The arguer draws a conclusion not
supported by the premises or fails to include
assumptions that establish connections
between ideas.
Argument that Uses Flattery or Praise In this argument, instead of presenting
evidence or good reason, we use praise to
get what we want, to make others agree with
us, or to seek approval of our arguments.
Argument that Appeals to Force or Treat One uses force or treat instead of reason.
The treat may be physical or psychological.
Hasty Generalization The arguer makes a conclusion based on a
few instances or even from one single
instance only. From one sample, the arguer
makes a claim about the whole population.
Argument from Ignorance This is arguing that because an arguer
cannot prove the arguments to be false;
therefore, it is true.
Bandwagon Argument The argument appeals to the beliefs or
prejudice of the crowd or masses. It justifies
that “might is right” and “many people cannot
be wrong”. This is widely used in
advertisements and political campaign
Appeal to Pity Instead of presenting and strong evidence or
reasons to support our claim, we report to
evoking pity or sympathy by pointing or
referring to an unfortunate circumstance that
has befallen us.
Appeal to Unqualified (or Inappropriate) This fallacy is committed when we cite the
authority opinion or judgment of someone who
commands respect and reverence but who is
not a recognized authority on the subject or
who is prejudiced in some way. We use that
person’s reputation or status, even though
out of the place, to get support for our claim.
Fallacy of Division We argue that what is true of a whole or
class is true to every member
Red Herring In this argument, instead of addressing the
matter under consideration, the arguer
introduces an unrelated or irrelevant matter
to draw the argument away from the real
issue.
What is New is Good The arguer contends or makes a case on the
belief that what is new is good.
 FORMATIVE EXAMINATION
Module 1: COMMUNICATION IN THE GLOBAL WORLD

Name: ____________________________ Date: ___________

Course & Year: ________________

Direction: Answer the following questions and submit this sheet with your answer as part of
the course requirement.

1. Explain the different forms of discourse.

2. Discuss the primary sources and secondary sources.

3. What is the difference between logic and reasoning?

4. Differentiate the major types of reasoning.

Module 4: COMMUNICATION FOR WORK PURPOSES

TITLE: Fundamentals of Effective Communication in the Workplace

INTENDED LEARNING OUTCOMES

After studying this module, you are expected to:
1. Explain the importance of effective communication in the workplace.
2. Identify the similarities and differences of personal and professional communication;
3. Analyze and produce effective communication materials;
4. Identify the different language registers;

Introduction:

It is well- known that the most valuable skills in the workplace are comprised of the
following: effective communication skills (49%), strong interpersonal skills (36%) and leadership
skills (13%). It is for this reason that this unit is focused on developing the most valuable skill
that you will need later on when you start working: effective communication skills in the
workplace.

In this unit Communication for Work Purposes, you will have a ‘sneak peek’ into the
world of work.
Module 4: COMMUNICATION FOR WORK PURPOSES

Lesson 1: Fundamentals of Effective Communication in the Workplace

“No matter what job you have in life, your success will be determined 5% by your
academic credentials, 15% professional experience and 80% by your communication skills.”

-Anonymous

In today’s competitive world, effective communication skills is one of the major

determinants of a successful and lasting career of professional or even of an entrepreneur. It is
the foundation in which robust careers and strong companies are built. In this lesson, you will
be introduced to the basic concepts of effective communication that can lead to workplace
success.

1.1 Importance of Good Communication for Workplace

Communication in the workplace is very important for companies to work efficiently and
be productive. Employee can experience increased morale, productivity and commitment if they
can communicate up and down a company’s communication chain.

Workplace communication is the process of exchanging information and ideas, both

verbal and non-verbal between one person/group within an organization. It includes e-mails,
text messages, notes, calls, etc. Effective communication is critical in getting the job done, as
well as building a sense of trust and increasing the productivity of the employees. These may
have different cultures and backgrounds, and can be used to different norms. To unite activities
of all employees and restrain from any missed deadline or activity that could affect the
company negatively, communication is crucial. Effective workplace communication ensures that
all the organizational objectives are achieved. Workplace communication is tremendously
important to organizations because it increases productivity and efficiency. Ineffective
workplace communication leads to communications gaps between employees, which causes
confusion, wastes time, and reduces productivity. Misunderstandings that cause friction
between people can be avoided by effective workplace communication. Effective
communication, also called open communication, prevents barriers from forming among
individuals within companies that might impede progress in striving to reach a common goal.
For businesses to function as desired, managers and lower-level employees must be able to
interact clearly and effectively with each other through verbal communication and non-verbal
communication to achieve specific business goals. Effective communication with clients plays a
vital role in development of an organization and success of any business. When
communicating, nonverbal communication must also be taken into consideration. How a person
delivers a message has a lot of influence on the meaning of this one.

Another important aspect to have affective workplace communication is taking into

consideration the different backgrounds of employees, ’’While diversity enriches the
environment, it can also cause communication barriers. ‘’Difficulties arise when a coworker’s
cultural background leads him or her to think differently than another. It is for this reason that
knowing about intercultural communication at work and learning how to treat others without
offending them can bring several benefits to the company.

Activity1:
 In the past unit we have already discussed about an e-mail. Your task is to send an e-
mail to express your intent to apply for the job. You will write an e-mail to your friend who
posted that ad, which means that your friend is the one looking for a tutor; then, you will also
write an e-mail to a stranger whose tutorial ad appeared in your newsfeed.

What will you write? Will you introduce yourself? How will you introduce yourself to convince
the employer to consider you? Is there anything that you want to ask from them?

Self-reflection

Insert the completed activity in your print portfolio.

1. What do you think is the importance of effective communication in the workplace?

_________________________________________________________________________

2. Why do you need to learn about it at this point in your life?

_________________________________________________________________________

3. How do you think it will help you in the past?

_________________________________________________________________________
Lesson2: Communication for Employment
In the previous lesson, you learned about the distinctive characteristics of professional
or workplace communication. This time, you will learn more about the different communication
needs and expectations when you start looking for a job.

2.1 Writing Resume

The main goal of writing a resume is to “sell yourself” to your potential employer by
proving that you are a good match for the vacant position. A resume though will not get you the
job yet, but what it can really do is open the door for you to get job.

For you to effectively “sell yourself,” it is important that you clearly know what exactly
you will be selling to them and for whom you are selling to. In this activity, you will conduct a
personal SWOT analysis, originally a business tool in the 1960s, to identify your strengths, and
weaknesses and the opportunities and threats that may affect your career goals.

Be honest in completing the SWOT template. Take time to list down every possible
answer that you can think.

PERSONAL SWOT

S Strengths Weaknesses W
What are you good at? What are your What do you think are your weakness/es?
skills and talents? What are your Do you believe that your education has
achievements that you are most proud of? prepared you for the job? What can be
What do you think others see as your improved?
strengths?

Opportunities Threats

Is your target industry growing? Do you What do you think are the challenges if you
have connections or contacts in this pursue this career? Do you think the
industry that can help you or offer you demand for this job will change in the
advice? If you pursue this career, how it future? Do you think competition will be
will help you as professional? tougher in this in this field in the future?

O T
Complete the resume template below. Make sure to go back to your personal SWOT to
include in your resume the relevant strengths that you have listed.
 MY RESUME

__________________________________________________________________________________________________________________________________________________________________________________________

EMPLOYMENT OBJECTIVE/QUALIFICATIONS SUMMARY

EDUCATION

WORK AND VOLUNTEER EXPERIENCE

AWARDS AND COMMENDATIONS

REFERENCES:
Available upon request

Self-Reflection

To be inserted in your print Portfolio

Re-read your resume.

1. What are the strengths of your resume?

2. Is your resume persuasive enough for you to be invited for a job interview?
 3. What can you still do to improve your resume?

2.2 Writing a Cover Letter

A cover letter, also known as a covering letter or application letter, is a one-page
document that introduces a job seeker’s work history, professional skills, and personal interest
in applying for a job. The point of your cover letter is to expand upon the achievements in your
resume, showcase your personality, and explain why you’d be a good fit for the company. Your
cover letter paired with your resume helps managers and recruiters screen your job application.

SAMPLE COVER LETTER

_______________[date]

____________________[recipient of the letter]

____________________[recipient’s position]
____________________[company name}
____________________[company address]

Dear_______________: What position

are you
applying for?
I am writing in response to the position for__________ that was
recently advertised on_________. I am very interested in this Where did
opportunity with__________________ because I believe that my you find the
education, qualifications, and professional experience make me a job ad?
strong candidate for this position.
I am a(n)________________________________professional who What is the
company’s
name?

_________________________________________________________ What are your

personal
I have attached my resume, which includes more details about my
characteristics
background and work experience, and how they add value to this that make you
position. As you can see,_____________________________________ fit for the job?

How can you

add value to
I am confident that I would be an asset to_______________________. the company?
I look forward to speaking with you about how I can help your team
achieve its goals. What other
details or
personal
Thank you in advance for your consideration. experiences
that can you
Sincerely, share to
emphasize
________________ that you fit
their needs?

Re-state the
________________ company’s
name.

Write your
complete
name and
details
2.3 BUILDING INTERVIEW SKILLS
Take note of the responsibilities and the materials that you need to prepare for an
interview.

Role Responsibility Things to Prepare

Interviewer As the interviewer/employer, 1. Three interview questions
prepare three questions that you 2. Copy of the job posting that
will ask to the applicant. Make the applicant is responding to
sure that you have a copy of the 3. Copy of the applicant’s
job posting, resume and cover resume and cover letter
letter of the applicant.
Interviewee As the interviewee, bring with you 4. Copy of your resume and
a copy of your cover letter and cover letter
resume.

Types of Interview Questions

* Behavioral interview questions- require answers based on your specific past incidents and
experiences.

*Situational interview questions –require answers to hypothetical questions that would show
you will handle future situations in the job.

*Working interview questions-require you to perform a job-related activity during the interview
(e.g. solve a specific problem).

*Stress interview questions-require you to answer questions that are designated to unsettle you
so the interviewer can have a glimpse on how you react in stressful situations.

Interview Questions:

Star Description Sample Interview Response

Situation Describe a specific situation I personally enjoy working in
that you were in or the task teams. Back in college, we
that you needed to had a number of tasks that
accomplish required collaboration among
us students. One of which
was our thesis, a final
requirement for our
graduation.
Tasks What was the goal that you I was identified as the leader
were working on? of group. At first, everything
was going according to our
work schedule until one of
our group mates started not
to come to our work
meetings. She told me that
she was unavailable
because she was a working
student. My other group
mates were dissatisfied with
her explanation that they
 were convincing me to drop
her from the group.
Actions Describe the actions that you Instead of telling the teacher
took that led to the outcome about it, I decided to meet up
with my “working student”
classmate. I asked first the
difficulties that she has in
relation to our task. I also
presented to her the
problems that we have
encountered and will still
encounter if she continues
no to do her assigned tasks.
Results Describe the outcome of By the end of our meet-up,
your actions. Highlight your we agreed on a common
role in the outcome. schedule that will allow her to
meet us. I have also re-
assigned her certain tasks
that require independent
work so that she will not
need to take time out of her
work. I learned from that
experience the importance of
dialogue to make a team
work effectively. When I took
the time to reach out to my
classmate, I think I did not
only help her but I also made
our team work as a team and
eventually win the Best
Thesis award.

Now, it’s your turn to try the STAR approach. Given the interview question written below,
complete the table by writing your response to the questions.

Interview Question: Can you share an experience where you showed willingness and initiative
in work?

STAR Your Interview Response

Situation
Tasks
Actions
Results
 FORMATIVE EXAMINATION
Module 4: COMMUNICATION FOR WORK PURPOSES

Name: ____________________________ Date: ___________

Course & Year: ________________

Direction: You are going to create your own resume.

RESUME
Module 5: COMMUNICATION FOR ACADEMIC PURPOSES

TITLE: Introduction to Academic Writing

INTENDED LEARNING OUTCOMES

After studying this module, you are expected to:
1. Analyze multimodal and print texts on travel in terms of content, narrative and descriptive
techniques;
2. Consider ways to engage readers in narrative and descriptive texts; and
3. Create writing output integrating narrative and descriptive techniques.

Introduction:

In this unit, Communication for Academic Purposes, you will read on environmental
themes as the foci of our reading, writing, and discussions. You will express ideas and
understanding of important environmental concepts with the ultimate goal of making informed
decisions and positive actions on environmental issues, therefore, developing conscious and
responsible eco-warriors in you.
Module 5: COMMUNICATION FOR ACADEMIC PURPOSES

Lesson1: Introduction to Academic Writing

Your academic success depends heavily on your ability to communicate-to fellow
researchers in your discipline, to instructors in your department, and perhaps even to the public
at large. Communicating well in academic setting involves not only following the basic rules that
govern all good communication, but also adhering to the particular norms of academic genres.

Academic Writing is clear, concise, focused, structure and backed up by evidence. Its
purpose is to aid the reader’s understanding.

It has a formal tone and style, but it is not complex and does not require the use of long
sentences and complicated vocabulary.

1.1 Characteristics of Academic Writing

*Planned and Focused; answers the question and demonstrate an understanding of the
subject.

*Structured; is coherent, written in a logical order, and brings together related points and
material.

*Evidenced; demonstrate knowledge of the subject area, supports opinions and arguments with
evidence, and is referenced accurately.

*Formal in Tone and Style; uses appropriate language and tenses, and is clear, concise and
balanced.

Activity1:

There is now a worldwide acknowledgement of groups and individuals to take part in

rehabilitating the earth. Going green is a lifestyle change that aims to raise awareness of one’s
surroundings and how things we do affect the environment. Nature conservation, increasing
desire for economic, social and overall well-being and a sustainable future for humans are
some of the powerful motivators to the worldwide movement of going green. Take time to
answer the following questions:

What is your personal idea of “Going Green”?

Have you undertaken any Green Initiative recently? If yes, explain briefly.

If not, what is keeping you?

Activity2:

Read carefully the three short texts on Green Initiative and programs in Purposive
Communication book pp. 159-160 by: Joanna Marie a. Lim Phd.; Irene Blanco-Hamada,Phd
and Elen Joy P. Alata MAED, and you are going to analyze the three text in terms of purpose,
audience, language use and data presentation. Fill out the table below with your answers. Be
guided by the questions below.

Purpose What is the intention or purpose of the writer/s for writing the text?

Audience For whom is the text addressed/written?

Language use- Is the language formal or informal? Vague or specific/Technical? Personal or

impersonal?

Data presentation Does the text have clearly expressed topic or one or more research
questions? Are the arguments and claims supported by evidence such as research
results and references?

Medium What is the means used in transmitting information: print, audio, or digital?

Mode What is the means used to represent meaning: words, symbols, and pictures?

Genre What is the particular form of the text: poetry, play and essay?

Purpose Audience Language Data Medium Mode Genre

use Presentatio
n

Text1

Text2

Text3

How would you classify each text?______________________________________________

Which text would you consider as academic? _____________________________________

Why? ____________________________________________________________________

What do you think it shapes academic writing? ___________________________________

SELF-REFLECTION:

You are going to insert self-reflection in your print portfolio.

Is “Going Green” the key to rehabilitating the earth? In what ways?

___________________________________________________________________________
___________________________________________________________________________
_____________________________________________________________________

How can academic writing be used to advance environmental cause?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Lesson2: WRITING TO DESCRIBE AND NARRATE

The impulse to share stories is one of humankind’s basic instincts. Narrative and
descriptive writing skills enable you to tell good stories in order to accomplish varied purposes
such as to entertain, to instruct or to help others in their understanding of something, to spark
one’s imagination. The ability to describe something convincingly will serve you, as a writer,
well in any kind of writing situation. The most important thing to remember is that your job as a
writer is to show, not tell. It is, therefore, important to equip yourself with the tools for effective
and impactful narrative and descriptive writing.

Activity1:

Traveling nowadays has become a significant part of modern life. Millions of people all over
the world travel in their own countries and to foreign lands to discover new things and to
understand the culture of the world we live in. how about you? Share something about a nature
trip you had or wish to have? Where is it? What would you like to do there? Who would you like
to be? What have you heard or known about the place? Write you’re sharing below and
prepare to past it.

___________________________________________________________________________
___________________________________________________________________________
_____________________________________________________________________

Through the Eyes of a First Timer: Batanes, The Evergreen

By Ed Santos

I’d always thought Batanes to be a typhoon-prone province with medieval stone

houses, lots of rolling hills, expansive coastlines and grazing goats. Would it pale in
comparison to the other picturesque and fascinating places I’ve visited outside the
Philippines?

With my camera, tripod, and my spirit of adventure, my wife and I joined friends in a trip
To the Philippines’ last frontiers. Three days on the island and a thousand pictures later, I
was fascinated.

The quaint Fundacion Pacita Batanes Nature Lodge, where we stayed, was charming,
with its little nooks and crannies, peppered with artwork. Staying in a nice place has its
rewards especially when returning from a grueling day trip trekking the terrain of the
magnificent landscape of Batanes.

Still in the Philippines

Our local tour guide, Jhun Gasilao suggested we start with the northern part of the
Island.

Along the way we saw the Idiang (Stone Fortress), and the iconic Basco lighthouse
sitting atop the Naidi Hills from a distance. We could have been somewhere in the Irish
countryside, but I was in Batanes. I was in the Philippines. Rows of Palo Maria trees jotted
the roadway. The sap is said to relieve sore eyes, while the wood from the trees is used to
build fishing boats.

We visited Tukon Chapel, a commonly photographed walled chapel, before heading to

the Valugan Boulder beach. The name is quite appropriate, as the beach seems to be laden
with more boulders than sand. Valugan means ‘’eastern side ‘’ in the local dialect.

The oldest church in Batanes was next on our itinerary. With its renovated façade, the
sto. Domingo Cathedral does not look old at all. The church was severally damaged by a
quake, not by typhoons, which often plague the area during the rainy season.

Our last stop for the day was a sunset viewing atop the magnificent Vayang Rolling
hills. The narrow pathway going u to the top can be a bit treacherous, so be careful. On our
way to see the sights, we passed to mahatao, one of the 6 municipalities,

And caught glimpses of the Basco Sanctuary and an old Spanish bridge that still remains
standing. We got to see the blue lagoon and Ivana, the center of pottery work in the
Batanes.

The famous Honesty coffee Shop, a self-service, honor system type of convenience
store was our next top. No one tends to the store except perhaps when replenishing the
stocks. Customers pay and leave money for the goods they get. What a quaint concept, I
thought, being used to having my guard up when dealing with strangers.

One can rent vakul, protective head gear, and kanayi, a vest worn to protect from the
elements. These are made from dried and shredded palms. I tried on both the kanayi and
vakul and had a photo taken by my tour guide for posterity…..

You can also check out other blogs about Batanes.

1. https://www.the tummytraveler.ph/2016/01/22/
Sabtang-batanes/?relatedposts-hit=1&relatedposts-
Origin=9707&relatedposts-posts=0

2. https://www.philstar.com/lifestyle/travel-and-tourism
/2014/02/17/1291464/batanes-brief-glimpse-grace

Answer the following questions in your one whole sheet of paper and to
be inserted in your portfolio.

In what ways is the printed text similar to the multimodal texts on travel?

_________________________________________________________________________

_________________________________________________________________________

In what ways is it different?

For your final requirement:
Direction: Make your own written Blog/VLOG based from the place you have travelled or you
have visited.

FORMATIVE EXAMINATION
Module 1: COMMUNICATION IN THE GLOBAL WORLD

Name: ____________________________ Date: ___________

Course & Year: ________________

Direction: Answer the following questions and submit this sheet with your answer as part of
the course requirement.

Travel blogging is taking one’s camera on adventures and sharing one’s experiences
through personal perspective. The goal is to make audience feel as if they were in that place of
adventure (Heyimnatalia 2017)

Do you have a travel blog about your nature trip? In this activity, you will watch a travel blog
and a travel show/documentary (e.g. Byahe ni Drew. BBC, National Geographic or Living Asia)

If you have internet access, watch somebody’s travel blog about a nature trip you just had or
wish to have.

1. In what ways are documentaries and blogs similar?

________________________________________________________________________

_________________________________________________________________________

2. In what ways are they different?

_________________________________________________________________________

_________________________________________________________________________

3. If you are not fan of traveling, in what ways do you show deep appreciation for nature? What
activities do you do?
 SUGGESTED STUDY SCHEDULE

Week Topic Learning Outcomes Activities

Module 1 Communication Process,
Principles and Ethics
Unit 1 Lesson1:Communication in
the Global world 21st Century
Theme: Global Awareness
Lesson2: Local and Global
Communication in
Multicultural Settings
Lesson3:
First – 3rd week Describe the nature and
September 7-20,2020 elements of verbal and non-
verbal communication in
various multicultural contexts.
Characterize communication
in the digital age.
Analyze the principles and
process of effective
communication.
Explain the ethics of effective
communication in the modern
age.

Module1 Understanding and

Evaluating Multimodal Texts
Unit 2 Communication in the Digital
Age 21st Century Theme:
Civic Literary
4nd & 5th week September Understand the different
2020 modes of communication.
Analyze and evaluate
multimodal texts to determine
factuality of a certain piece of
information
Familiarize with the different
technological/ online tools
which can facilitate effective
communication
Module II Informative Communication
Versus Other Forms of
Communication
6st week & 9nd week Discuss the uniqueness of
each type of discourse in
relation to a relevant topic on
health literacy.
Differentiate the three forms
of discourse.
 Write a mini reaction paper.
Module II

Unit 4: Communication for Work

Purposes
10th-13th week Identify the similarities and
differences of personal and
professional communication
Prepare a customized cover
letter that is matched to the
job posting and to the
resume.
Explain the importance of
effective communication in
the workplace.
Unit 5 Communication for Academic
Purposes
20th- January 2021 Analyze sample texts in terms
of purpose, audience,
language use and data
presentation
Characterize academic
writing in terms of purpose,
audience, language use and
data presentation
Share in written form about a
place in a blo/vlog .