Purposive Communication

What is Globalization?
 Globalization is the keyword for the rise of “global network.”
 It is rooted from the word “global” which means that actions occur across political and cultural
boundaries. (Holton, 2008)
 It is the process by which PEOPLE, their IDEAS and their ACTIVITIES in DIFFERENT PARTS OF
THE WORLD become INTERCONNECTED or INTEGRATED. (Madrunio and Martin, 2018)
 The Levin Institute (2015), defines “globalization” as the process in which the economies of different
countries around the world become increasingly assimilated over time.
 This process of interaction and integration among the people, companies, and government happen as
technological advancements accelerate. (Holton, 2008)

Globalization as a term is new but

the PROCESS is not…
∎It shows how the world has “shrunk” and
how people, goods and information can be
moved easily around the world.
(Madrunio and Martin, 2018)

Key Driving Forces Of Globalization

Developments in transportation and communications:
1. Transportation
∎Improvements in transport technology has “shrunk” the world.
(Madrunio and Martin, 2018)

∎19th Century steam engine ⟶20th century jet engine, large ocean-going vessels move people
∎Containerization moves goods fast and cheap over long distances (ships ⟶ trucks)
(Suarez et.al, 2018)

2. Communications
∎Faster and more convenient communication
∎People all over the globe can communicate via telephone, e-mail, fax, video conferencing, etc.
∎Satellite technology allows for simultaneous communication
∎Optical fibre systems can transmit large amounts of information at very high speeds
(Madrunio and Martin, 2018)

Elements of Globalization
1.PRIVATIZATION
∎Refers to the policies of the government to transfer government-owned corporations
and sell them to the control of the private sector.

□ When a government-owned company is privatized, it becomes PROFIT-ORIENTED.

(Dela Cruz, et.al, 2018)
Example: [in the Philippines]
∎Most of the government-owned corporations that have been
PRIVATIZED are related to PUBLIC SERVICES like:
electricity, water, transportation, and telecommunications.

□ When these services became PRIVATIZED, the cost of electricity, water, telecommunication services , and
even transportation become expensive because its private owners became
PROFIT-DRIVEN and no longer SERVICE-ORIENTED.
(Dela Cruz, et.al, 2018)

2.DEREGULATION
∎Refers to the STREAMLINING of government’s control over the industry for
basic commodities like: oil supply, water, and electricity.

□ To deregulate means that the government will not anymore intervene with certain companies
for as long as they provide valid reasons for their course of actions.
(Dela Cruz, et.al, 2018)

3.LIBERALIZATION
∎ is a policy wherein laws regarding restrictive importation of products
are modified or totally abolished.

∎ Liberalization is done by amending or abolishing policies that restrict or

limit the importation of goods in the form of tariffs and quotas.
(Dela Cruz, et.al, 2018)

Types of Globalization
1. ECONOMIC
∎ Countries that trade with many others and have few trade barriers are economically globalized

2. SOCIAL
∎ A measure of how easily information and ideas pass between people in their own country and between
different countries (includes access to internet and social media networks)

3. POLITICAL
∎ The amount of political co-operation there is between countries

Various Impacts of Globalization:

1. ECONOMIC IMPACT
∎ Improvements in Standards of Living
∎ Increased Competitions among Nations
□ Investments and Market
□ Talent
∎ Widening Income Gap between the RICH and the POOR

∎ Globalization is an ECONOMIC PROCESS.

It involves the movement of economic resources from one country to another.

Globalization On Labor And Migration

∎ A country that has better technologies would invest in poorer countries.
A country that has better technologies would usually sell modern technology to other
countries that lack these products. (Holton, 2008, )

∎ One aspect of economic globalization is HUMAN MIGRATION.

□ Most of the migration incidents are driven primarily by need to look
for work opportunities and greener pastures abroad. (Holton, 2008)
□ The movement of migrant workers from poorer countries to developed countries
can be attributed to the increasing labor demands in richer countries where
labor needs are not met by their citizens. (Holton, 2008)

2. SOCIAL IMPACT
∎ Increased Awareness of Foreign Culture
□ Travel, the Internet, mass media
(product of globalization allow you to learn more about foreign culture)
(Holton, 2008)
∎Loss of Local Culture
□ Global (Western)brands dominate consumer markets in developing countries
□ Creation of homogenous culture across the world
□ Spread of pop culture and erosion or loss of local culture
□ Negative influence of youth
□ Enforced beliefs

What are the effects of Globalization to the lives of People?

Globalization has both POSITIVE and NEGATIVE EFFECTS

Positive Effects Of Globalization

1. Globalization provides an increase in level of global output.
2. Globalization brings the best technology and other forms of intellectual capital
to countriesthat cannot produce it.
3. International capital flows can transfer savings from countries where the marginal
product of capital is low to those where it is high.
4. Globalization influences the distribution and levels of income. (Holton. 2008)

Negative Effects Of Globalization:

1. Globalization became a “factor in unemployment, wage decline, or job
insecurity in dominant market economies.” (Hefti, 2008)
 Economic Globalization refers to the increasing interdependence of world economies as a result of
the growing scale of cross-border trade of commodities and services, flow of international capital and
wide and rapid spread of technologies.

 Economic Globalization is one of the three main dimensions of globalization commonly found in
academic literature, with the two others being political globalization and cultural globalization.

 Economic Globalization refers to the widespread international movement of goods, capital,

services, technology and information. It is the increasing economic integration and interdependence of
national, regional, and local economies across the world through an intensification of cross
border movement of goods, services, technologies and capital. 

 Economic Globalization primarily comprises the globalization of production, finance, markets,

technology,organizational regimes, institutions, corporations, and people.

World Englishes
CATEGORIES:
Braj Kachru’s Model (1992)
China Caribbean Countries Egypt
Indonesia Israel Japan
Korea Nepal Saudi Arabia
South Africa South America Taiwan
Zimbabwe

The Expanding Circle

(∗EFL)
∗[English as a Foreign Language] member countries

Bangladesh Ghana India

Kenya Malaysia Nigeria
Pakistan Philippines Singapore
Sri Lanka Tanzania Zambia

The Outer Circle

(∗ESL)

∗[English as a Second Language] member countries

USA UK CANADA
AUSTRALIA NEW ZEALAND

The Inner Circle

(∗ENL)

∗[English as a Native Language] member countries

 NOTE:
∗ESL and ∗EFL speaking countries

□ They have been colonized by some member

countries in the Inner Circle making the varieties
they speak as post-colonial.

Language Registers
□ A Language Variation
□ FORMALITY OF LANGUAGE WHICH ONE SPEAKS

VARIETIES OF ENGLISH AND REGISTERS: A CONTINUUM

(Bautista and Gonzalez,2006)
∎Acrolect - closest to the standard
∎Basilect - digresses thoroughly from the
standard (pidgin)
∎Mesolect - midway between the acrolect and
basilect
∎Edulects - varieties resulting from educated
classes

CONCLUSION:

∎ In World Englishes, no correct or incorrect grammar

∎ No such thing as ‘standard English’
∎ It’s all fine when speakers understand each other

English Varieties in Southeast Asia

∎English landed into southeast Asian countries before, through colonization and it is still
developing because of the worldwide globalization.
∎English Can be Classified into: Second Language and New Language

Levels of English Formality

The five levels of formality were identified by American linguist Martin Joos

1. The Intimate Level Of Formality

□ The intimate level of formality is used in an informal setting, usually among family members,
close friends, and lovers.
□ Intimate language can be quite simple, it can include slang and colloquialisms 
and it doesn't necessarily adhere to conventional grammatical norms. That's why, as fitting as it may be in
an informal setting, it won't be appropriate in a public, academic or professional context.

2. The Casual Level Of Formality

□ The casual level of formality also occurs in an informal environment but is not as personal as the intimate
level. The casual register is frequently used among friends and acquaintances, such as classmates and
colleagues.Casual language is informal and can include slang and colloquialisms. 
□ Note that both friendly and hostile conversations can be in the casual register.

3. The Consultative Level Of Formality

□ The consultative level of formality is used in formal, professional, and academic settings. The
consultative register usually occurs in conversations among colleagues, teachers and students, and
employers and employees.
□ Conversations in the consultative level of formality usually require the participants to address each
other by their respective titles and honorifics ('sir', 'madam', 'doctor', and the like). Consultative language
can involve a specific jargon or knowledge connected to the professional context and participants
involved.

4. The Formal Level Of Formality

□ The formal level of formality refers to professional and academic environments. It is commonly used
in lectures, speeches, text analysis, and documents.
□ In the formal register, there is usually no interaction between the speaker and the audience. It includes
academic and professional language, follows grammatical conventions and involves more complex
language. The formal level of formality usually doesn't express personal opinions or emotions, nor does
it require an emotional connection between speaker and audience.

5. The Frozen Level Of Formality

□ The frozen level of formality is the most formal. It is called frozen for a reason - it uses static language
that doesn't change. The frozen register consists of set phrases and relies on conventional grammar
structures. It usually occurs in formal settings, such as weddings and religious ceremonies, as well as in
safety briefings.
□ Similarly to the formal level, the frozen level does not allow interaction between the speaker (or
author) and the audience. Since there is no feedback in the frozen register, this puts pressure on the
speaker to engage the audience and to present themselves in the appropriate manner.

Creating Multimodal Texts

What is multimodal?
∎ is the strategic use of two or more communication modes to make meaning.
(e.g. image, gesture, music, spoken and written language)
∎ It uses different media possibilities – both digital and on paper, and provides links to examples of
student’s work and production guides.

∎ Multimodal text is strongly associated with the growth of digital communication technologies.

∎ The choice of media for multimodal creation is always an important consideration.

What does creating multimodal texts mean?

∎ CREATING is defined as the as “the development and/or production of spoken , written texts in print or
digital forms and is embedded literacy expectation across all disciplines”.

Types Of Multimodal Texts:

1. PRINT-BASED MULTIMODAL TEXTS
∎include comics, pictures story books, graphic novels,
posters, newspapers, and brochures.

2. DIGITAL MULTIMODAL TEXTS

∎ include slide presentation, animation, book trailers,digital story telling, live action,film making,
music videos,“born digital storytelling,” and various web texts and social media.

Practical Aspects Of Multimodal Texts:

Three Stages
1. PRODUCTION PROCESSES
∎ is an overview of the three production stages in creating multimodal text.

2. MEDIA RESOURCES
∎ This provides links to wealth of digital audio and image resources
which can be used under creative common licensing.

3. COPYRIGHT AND ATTRIBUTION

∎ provides information about how to source ethically and use digital materials responsibly.

PEDAGOGY
∎ provides a brief guide to teaching creating multimodal texts.

1. MODES AND MEANING SYSTEMS

∎ explores the key making systems that can be used
to create meaning.
2. VISUAL LITERACY
∎ provides a closer look at one of the key meaning making modes, with the aim to develop a shared
metalanguage for talking about how visual meaning is constructed.

3. READING MULTIMODAL TEXTS

∎ provides resources od deconstructing and analysing how
different modal systems work to create in a text.

Evaluating Messages and/or Images

EVALUATING MESSAGES
*The importance of evaluating the effectiveness of our messages is by developing and using strategic
questions to identify strengths and weaknesses

FOUR MAIN QUALITIES FOR AN EFFECTIVE MESSAGE

1. Simplicity
2. Specificity
3. Structure
4. Stickiness

STRATEGIES FOR EVALUATING A MESSAGE

– In order to evaluate whether a message is effective, we can ask ourselves a series of questions which
reflect a messages simplicity, specificity, structure and stickiness.

1. SIMPLICITY
* In order to ensure that our messages have simplicity, we should
ask ourselves two questions:
– is my purpose evident?
– Is my core message clear?

2. SPECIFICITY
*Refers to our choices of language and its usage on order to ensure
language is specific we may ask ourselves:
– Is my language specific?
– is my language concrete, rather than abstract?
– am i suing words which have additional meanings and could perhaps be misconstrued?

3. STRUCTURE
*Ideas should be organized and easy to follow.
– Does my messages have a STRUCTURE?
– is there a more effective way to arrange my ideas?

4. STICKINESS

EVALUATING IMAGES
* It is important to critically evaluate images you use for research, study and presentation images should be
evaluated like any other source, such as journal articles or books, to determine their quality, reliability and
appropriateness. Visual analysis is an important step in evaluating an image and understanding its meaning
and also. there are three steps of evaluating an image and these are:
1. Identifying Source
2. Interpret contextual information
 3. Understand implications

1. CONTENT ANALYSIS
What do you see?
What is the image all about?
Are their people in the image?
What are they doing?
How are they presented?
Can the image be looked at different ways?
How effective is the image as a visual message?
 
2. VISUAL ANALYSIS
How is the image composed?
Whats in the Background and what is in the foreground?
What are the most important visual?

3. IMAGE SOURCE
Where did you find the image?
What information does the source provide about the origins of the image?
Is the source reliable and trustworthy?
Was the image found in an image database or was it being use in another context to convey meaning?

4. TECHNICAL QUALITY
Is the image large enough to suit your purposes?
Are the color, light and balance, true?
Is the image a quality digital image without pixelation or distortion?
Is the image in a file format you can use ?

5. CONTEXTUAL INFO
What information accompanies the image?
Does the text change how you see the image?How?
Is the textual information intended to be factual an inform or is
to intended to influence what and how you see?
What kind of context does the information provide?
Does it answer the questions where,how why and

Fundamentals of Reading an Academic Texts

in academic reading, full concentration and comprehension are required
in order to understand the key ideas, information, themes, or arguments of the text.

Before reading an academic text, ask yourself:

1.Why am I reading this text?
2.What information or pieces of information do I need?
3.What do I want to learn?

Purposes in reading an Academic Text

-To locate a main idea
-To scan for information
-To identify gaps in existing studies
-To connect new ideas to existing ones
-To gain more pieces of information
-To get ideas that can support a particular writing assignment
-To deeply understand an existing idea

Structure of an Academic Text

-typically formal and have a clearly structured introduction, body and conclusion.
-Includes information from credible sources which are, in turn, properly cited
-Includes a list of references used in developing the academic paper.

Content and Style of an Academic Text

It includes concepts and theories that are related to the specific discipline they explore, and usually exhibit all
theproperties of a well-written text i.e., organization, unity, coherence and cohesion, as well as strict adherence
to rules oflanguage use and mechanics.

In general, authors observe the following when writing:

State critical questions and issues
Provide facts and evidence from credible sources
Use precise and accurate words while avoiding jargon and colloquial expressions
Take an objective point of view and avoid being personal and subjective
List references
Use hedging or cautious language to tone down their claims

Critical Reading Strategies

Reading academic texts require focus and understanding. You have to interact with the text by questioning its
assumptions, responding to its arguments and connecting it to real-life experiences and applications.

Critical or reflective reading helps you identify key arguments presented by the author and analyze concepts
presented in the text.

Annotate important parts of the text

It helps you determine essential ideas or information, main ideas orarguments, and new information or ideas.

SQ3R Method of Reading

It stands for Survey (or Skim), Question, Read, Recite (or Recall) and Review.

KWL Method
It guides you in reading and understanding the text. To apply, simply make three columns.
In the first column, write what you know about the topic (K); in the second, list down what you want to learn
(W); and in the last column, write down what you learned (L).

The Essay
Essay
∎is an analytical or interpretative literary composition dealing on a certain topic
usually from a limited, personal point of view of the writer.
Parts Of An Essay

1. Introduction
∎ it provides background information and identifies the subject and the attitude of
the writer toward the subject.
(Madrunio & Martin, 2018).

2. Body
∎ It presents all information about the subject.

3. Conclusion
∎It provides a sense of closure by restating the main idea, or summarizing the body, or adding
any additional observations about the subject.

Types of Essay

1.DEFINITION ESSAY
∎This type of essay demands writers to present a meaning of a term that goes beyond the
objective definition offered in the dictionary.
□ Essay writers need to provide a more focused and exact description of the term than what
is offered in reference sources.
(Madrunio & Martin, 2018)

2. DESCRIPTIVE ESSAY
∎This type of essay aims to provide a vivid picture of a certain person, place, object, or event ,etc.
∎It offers concise details that enable the readers to imagine the subject described.
□ Generally, descriptive essay explains the “what, why, when, where, and how” of a topic.

3. INFORMATIVE ESSAY
∎This type of essay provides concrete and purposeful information.
∎The important feature of the informative essay is the use of facts about real people and events
and evidence in supporting the information.
□ Factual information can be verified by checking other sources about the topic.
(Suarez, et al. ,2018).

Other Types of Essay

A. Argumentative Essay
∎Argumentative essays try to convince the reader to take a certain side based on the information the
writer presents. Argumentative essays rely on facts rather than emotion to sway the readers.
∎Argumentative essays avoid first- or second-person statements. Rather, they support one side of an
argument and may argue against other sides using objective information.
□ You can use phrases like "Research suggests" or "According to…" to present the facts that support
your argument.

B. Comparison and Contrast Essay

∎Compare and contrast essays discuss two subjects and detail the similarities and differences
between them. These essays include an introduction, at least one paragraph to explain the
subjects' similarities, at least one paragraph to discuss differences and a conclusion.
∎Compare and contrast essays are common in academic settings.
□ An example of a compare and contrast essay is one describing the similarities
 and differences between bees and wasps.

C. Evaluation Essay
∎An evaluation essay is a composition that offers value judgments
about a particular subject according to a set of criteria.
∎Also called evaluative writing, evaluative essay or report, and critical evaluation essay.

D. Narrative Essay
∎Narrative essays tell a story and often are the most personal type of essay you may write. They allow
you to exercise creativity and imagination, and you can base them on a particular prompt.
∎A narrative essay generally has an opening that gets the reader's attention and provides enough
background information for the story to make sense. A conclusion helps summarize the main point of
your essay or reiterate your goals.