COURSE INFORMATION

Title : Purposive Communication

Units : 3

Pre – requisite: None

COURSE DESCRIPTION

The five skills of communication (listening, speaking, reading, writing and viewing) are studied and
simulated in advanced academic settings. The purpose of these combined activities is to enable
students to practice strategies of communication with a clear purpose and audience in mind, guided
by the criteria of effective communication and the appropriate language.

Further, the description highlights conversing intelligently, reporting on group work and/or
assignments, writing and delivering a formal speech, writing minutes of the meetings and similar
documents, preparing a research or technical paper, and making audio-visual or web-based
presentations.
PROGRAM LEARNING OUTCOMES COMMON TO ALL

Upon completion of the course, the students should be able to:

1. Engage in lifelong learning and be cognizant of the need to keep abreast of the developments
in the specific field of practice (PQF level 6 descriptor)

2. Effectively communicate orally and in writing using both English and Filipino

3. Work effectively and independently in multidisciplinary and multi-cultural teams (PQF level 6
descriptor)

4. Recognize professional, social, and ethical responsibility

5. Appreciate “Filipino historical and cultural heritage” (based on RA 7722)

GRADING SYSTEM:
Grading Scheme: 70% Class Standing & 30% Major Examination(s)
Major Course Passing=60%

FACULTY INFORMATION

Name Email address Contact Number Consultation

hours
Kimberly C. Pineda [email protected] 0916-667-4083
[email protected] 0917-701-1790

PREPARED BY:
Kimberly C. Pineda
School of Arts and Sciences
 PURPOSIVE COMMUNICATION
WORK PLAN

Prelim Period: Communication: Nature, Importance and Process ( A Revisit), Levels and
Models of Communication, Ethical Communication, Ethical Principles/Disinformation

Course Intended Week Module/Lesson Coursework Target Date

Learning Learning Activity/Assessment of
Outcomes Outcomes Submission

Gain new Validate the 1 Communication: Nature, Creating own model August
insights and communication Importance and Process of communication 10,2020
perspectives process. ( A Revisit)
about
communication
in terms of its
nature,
principles,
process and
ethics.
Describe the Determine the 2 Levels and Models of
nature, various types Communication
elements, and of
functions of communication
verbal and non- models
verbal
communication
in various and
multicultural
contexts.
Explain how Apply the 3-4 Ethical Communication Relating memes to August 20,
cultural and ethical ethical principles 2020
global issues guidelines on
affect proper written
communication. and oral
communication

Adopt cultural Integrate 5 Ethical

and ethical Principles/Disinformation
intercultural principles in
awareness and the various
sensitively in issues
communicating regarding
ideas. communication
Prelim Requirement Individual analysis on Week of Prelim Examination
ethical cases /video
output (compilation)

LESSON 1: Communication: Nature, Importance

and Process ( A Revisit)

In you own opinion, what do

Communication is a basic life skill which enables us to build
human relations. As we live each day, we engage in various you think is The Importance
communication situations. From the moment we wake up of Communication?
and start our daily routine, we communicate with our family,
the people we meet around as we leave home for work, or _______________________
school, and in every activity we do each day. It is a must for _______________________
us to communicate with others. These things show that
communication is an inescapable and fundamental aspect of _______________________
human being. Even when we leave in isolation from other _______________________
people, we talk to ourselves through our thoughts. _______________________
“Communication is the process where we could convey who _______________________
we are, to ourselves and to others” (Beebe, Beebe & Ivy,
2016, p. 26). _______________________
_______________________
_______________________
_______________________
_______________________
 THE COMMUNICATION PROCESS

Sender

The process of communication begins with a source or a sender who can be an individual, an
entity, a company or organization. According to Dwyer (2016), “the individual sender uses a
background of accumulated attitudes, experiences, skills, cultural conditioning and
differences that influence how they communicate.” The sender encodes the idea by using
verbal and non-verbal language which the receiver must recognize and interpret to

Message

The idea or concept transmitted to the receiver is called the message. The message must
be structured and communicated clearly to achieve understanding. It must draw a
connection between the sender and receiver.

Channel

A communication channel refers to the pathway by which the message gets transmitted from
sender to receiver. It also refers to any medium or vehicle from which we could get the
message across the receiver.

Receiver

The primary role of the receiver is to decode or interpret the message. The interpretation of
understand the message.
the message may be different from what the sender has hoped the receiver would have had
due to several factors such as differences on perception and intention, or probably with
certain barriers to communication.

Feedback

Giving feedback means responding to the message of the sender. As interaction happens,
the sender and receiver exchange roles through constant feeding back of information. The
receiver’s feedback can be intentional or unintentional. The receiver’s reaction towards the
message reflects whether understanding is achieved or not.

Context

Context pertains to the situation, circumstances or setting within which communication takes
place.

Noise

The message received may not be the same message sent. This happens when there is
noise or interference which interrupts and distorts the intended message ( Dwyer, 2016).
 THEORIES OF COMMUNICATION

The study of communication has led to the formulation of many

models and theories that explain the process of communication.
With the emergence of new technologies for communication, a
great deal of change happened on how people communicate. The
impact of these technologies on communication is very evident on
culture and society. The models of communication provide a
deeper analysis on the flow of communication and the
interrelationship of the elements or components. These models
may be described to be the following:

1. Linear Model. It is one way model of communication

with others. It simply shows the encoding and decoding
process and the use of channel in transmitting or sending
messages. Such model highlights that there is clear cut
beginning and end to communication.

An example for linear model is Aristotle’s model of

communication. Classical rhetoric is practice in early
Greek society that is why the model shows three elements –
the speaker, message, and audience, which are
components of public speaking. Aristotle points out that the
person at the end of the communication process holds the
key to whether or not communication takes place. This
means a greater consideration and understanding of the
audience or listeners is a key to effective public speaking.
In Harold Lasswell’s model “Who says what to whom with what effect” which was drawn
from his studies on political campaigning and propagandas in the American Presidential Elections
in 1948, raises the issue of “effect” rather than meaning. The elements shown on the model
includes “Who” which is the “Source”; “Says What”, the message; “To Whom”, the destination.
There is emphasis on the manner at which the message is communicated which refers to how the
message is transferred or transmitted with the use of a channel or medium to a destination, and
the desired “effect”. Lasswell’s model was primarily focused on messages delivered through mass
media and their effects on audiences such as the newspapers on readers, television on viewers
and radio on listeners and other audiences of mass media. The model has been used in many
media communication studies.

In 1960, David Berlo introduced the S-M-C-R model of communication anchored

from Shannon and Weaver’s model. He described the factors affecting the elements or
components of communication which are the sender, message, channel, and receiver. The model
indicates that for effective communication to take place, the source and receiver needs to be in the
same level or they should be similar in their characteristics such as in their communication skills,
attitudes, knowledge, social system and culture. It also shows linear communication with no
concept of feedback and noise which means there is no two way communication.
2. Interactive Model. It is two linear models stacked on top of each other. It is on this model
where the sender and receiver are shown to have alternate roles as they interact or respond to
their communication. There is emphasis on feedback which means that communication is a two-
way process. The “field of experience” which includes cultural background, ethnicity, geographic
location, and general personal experiences could draw interaction and engagement to both
communicators since they will be responding and reacting as they communicate.

The Information theory of Claude Shannon and Warren Weaver shows eight
discrete components namely: (1) an information source, a person who creates the message;
(2) the message, which is both sent by the source and received by the destination; (3) a
transmitter, which may be a telephone instrument that captures signal, or in television broadcast
which requires the use of cameras and microphones; (4) the signal, which flows through a
channel; (5) a carrier or channel which may be light, air, electricity, radio waves; (6) noise,
which may obscure or confuse the signal; (7) a receiver such as an antenna or television set; and
(8) a destination which is presumably a person who consumes or process the message. The
theory explains the complex process of new communication systems which show the use of
different communication technologies. The model was later on elaborated with the inclusion of
feedback to address the need to describe interpersonal communication.
Wilbur Schramm, a communication scholar and the founding “Father of Mass
Communication”, presented the “Fields of Experience” model of communication.
His studies on communication resulted to several models of communication and paved the way
for the development of the communication field or discipline. The model shows the importance of
life experiences, attitudes, values, and beliefs to communicator’s interaction because these
factors shape how messages are sent from source to receiver and how they interpreted or given
meaning. It also expands the process of encoding and decoding the message, and the two-way
circular communication. Compared to Shannon Weaver’s model which denotes a more
mathematical and technological description of the communication process, Schramm’s model
incorporates the study of human behavior in understanding the complex nature of
communication.
3. Transactional Model. It assumes that people are connected through communication
since they engage themselves in a transaction. This means the sender and receiver recognize
their role in the process and know how their communication can affect them. Communication is
fluid or simultaneous such as when persons have conversations, there is reciprocity when both
communicators send and receive messages. The social interaction means communicators are
performing their roles in creating and understanding meaning of messages. The constant giving
of feedback denotes interaction and engagement.

Charle’s Osgood, an American Psychologist, worked with Schramm in developing a circular

model of communication. The model shows the reciprocal nature of interpersonal
communication. Though in standard linear communication where a source sends a message
through a medium to a receiver where it is processed, this does not complete interpersonal
communication. The receiver must decode and interpret the sender’s message and then give
feedback and vice versa. The model creates a better understanding of the process and nature of
human communication. A typical example of such communication flow is on conversations of
people which involve interpersonal communication.
With the development of theories in communication, derivative models were developed to further
studies on communication and provide deeper analysis on the complex and dynamic field of
communication. Since there is no grand or universal theory that completely explains the dynamic
process and effects of communication, there was integration of some models of communication
to better describe how communication work especially with the changing environment and culture
today. To address certain issues and explore queries about communication, an Ecological
Model of Communication is presented by Davis Foulger on his article “Models of the
Communication Process.” The model is a unification model derived from Foulgar’s studies on
communication.
Foulger presented in the model four fundamental constructs depicting communication between
creators and consumers mediated by messages which are created using language within media;
consumed from media and interpreted using language. He finds the model as a more detailed
elaboration of Lasswell’s model “Who… says what…in which channel…to whom…with what
effect”. Foulger explained that the “Who” represents the creators of messages, the “Says what”
are the messages and “In which channel” referring to the use of language and media, and “To
whom” are the consumers of messages, and the “Effects” which are found in various
relationships, perspectives, attributions, interpretations and the continuing evolution of language
and media. He also pointed out a number of relationships described in the model which are as
follow:

1. Messages are created and consumed using language.

2. Language occurs within the context of media.
3. Messages are constructed and consumed within the context of media.
4. The roles of consumer and creator are reflexive.
5. The roles of consumer and creator are introspective.
6. The messages creators of messages construct are necessarily imperfect representations
of meaning they imagine.
7. A consumer’s interpretation of messages necessarily attributes meaning imperfectly.
8. People learn language by or through experience of encountering language being used
within media.
9. People learn by using media.
10. People invent and evolve languages.
11. People invent and evolve media.
 GROUP ACTIVITY #1

Create or design your own model

of communication according to
how it works in your field or course.
Make sure to include an original
name and a brief description of
your model.
“In everything, do to others as you would have them do to you: for this is the
law of the prophets”—New Testament, Gospel of Matthew

The verse under the Gospel of Matthew talks about how we should deal with
others on this earthly life and the “Golden Rule” is to treat others the way we would
want to be treated by others. This seems to be a simple rule to follow. However, with
the intricacies of human life, it is hardly being practice by others. In human
relationships, our interaction with people brings challenges as to how we should be
relating with one another.

Our relationships with others are built upon communication we do every day as
we go by our daily human activities. When we engage with others, we seek for
understanding, cooperation, and the accomplishment of our goals. No matter how
simple or complex our interactions, we influence each other through communication.
The influence we do may be positive or negative or, good or bad. Thus, we must
always be careful with our communication with others. When we communicate, we
must choose words for the effect they will have on our audiences, on ourselves, and
ultimately in society. We, therefore, have to be aware about how helpful or harmful our
actions lead us. Communication has ethical dimensions that we must understand so
we could effectively communicate and create a positive impact on others.
What is Ethics?

Ethics is defined as the “discussion, determination, and deliberation processes that

attempt to decide what is right or wrong, what others should do or should not do, and what
is considered appropriate in our individual, communal, and professional lives” ( By, Burnes,
& Oswick, 2012; Japps, Meister, & Japp, 2005; Johannensen, Valdes, & Whedbee, 2008).
This simply means that when we communicate, we should consider the best course of
action to take to make our communication meaningful to others and ourselves. We must
pay attention to how we behave and how we could create understanding with others. There
are ethical considerations in every communication situation we engage ourselves into such
as how we could communicate with fairness, dignity, and respect which are foundation of
ethical behavior.
 In the article of Johannensen, he stated
“the question of ethics in communication is not a
new study for even during the ancient times, with
text dating back to 2,400 BC, The Egyptian Book
of the Dead contains a kind of creed or standard
of behavior which the virtuous were expected to
recite to pass successfully from the world of living
to the realm of the dead.”

People have to observe and follow virtues

and values or a system of moral principles which
guide them in doing what is right. In ancient India,
there is great emphasis on “truthfulness” which is
considered as the greatest service one person
can render another”( Kirkwood 213). In Jewish
and Christian scriptures, the Ten Commandments
( Exodus 20: 1-17) and the Sermon on the Mount
( Matthew 5-7) both contains guidelines for
religion, marriage, treatment of others, honesty,
and respect for the truth. Even the Confucian
codes of China dating from the sixth century, AD,
detail how one should behave in a benevolent and
virtuous way.

The Greek philosopher Aristotle discussed

in his books what contributes to the creation of a
good and just society. He emphasized the
application of good judgment when faced with
decisions about courses of action ( Ostwald xxi).
The foundation of ethics is rooted on religion and
philosophy which until now are being studied and
have become basis for ethical judgments we do in
various situations may it be on a personal,
professional, or even organizational level.
Ethical Communication

Ethics is an integral part of

communication. As human beings,
our daily interactions with others
involve communication. When we
communicate, we decide what is
the purpose or purposes of our
relationship with others. We must
decide how to behave and
respond to the situation. We must
give regard to the consequences
of our actions to others, and
ourselves. How do you tell your
friend that he or she is not being
honest with you in such a way it
would not affect your relationship?
How would you respond to a
neighbor whose karaoke nights
disturb the peace and quietness of
your home? How do you tell your
boss about your co-employee who
slacks on his job and how it affects
your team’s work? What we say
and do on these situations would
have implication to you and others.

Ethical communication
encompasses being honest in all
communications, keeping
confidential information
confidential, and not discussing
the personal or business situations
of others in public or in front of a
third party. Ethical communication
involves ethical behavior which
means to act with equity, fairness,
impartiality and respect for the
rights of others.
 10 Basics of Ethical Communication

1. Seek to “elicit the best” in communications

and interactions with other group members.

2. Listen when others speak.

3. Speak non-judgmentally.

4. Speak from your own experience and

perspective, expressing your own thoughts,
needs, and feelings.

5. Seek to understand others ( rather than to

be “right” or “more ethical than you”)

6. Avoid speaking for others, for example by

characterizing what others have said without
checking your understanding, or by
universalizing your opinions, beliefs, values,
and conclusions, assuming everyone shares
them.

7. Manage your own personal boundaries:

share only what you are comfortable sharing.

8. Respect the personal boundaries of others.

9. Avoid interrupting and side conversations.

10. Make sure that everyone has time to speak,

that all members have relatively equal “airtime”
if they want it.
GUIDELINES FOR ETHICAL COMMUNICATION

1. Ethical communicators are respectful of their audiences.

This means that communicators must treat each other
with respect for one’s ideas and feelings as they
interact, no matter certain differences they may have
such as on opinions, views or perspectives.

2. Ethical communicators consider the consequences of

their communication. In communicating, there must be
consideration on the effect of our communication to
others and ourselves. Our communication with others
influences how we behave and respond to each other
that is why it is important to know and understand our
audiences. This would help us make better judgments
especially when ethical dilemmas happen.

3. Ethical communicators respect “truth”. Part of the

intention of communicating is the trust on the other
person which means there is honest and truthful
communication we do each time we communicate.
There would be underlying consequences on our
relations and interaction with others if there is mistrust
between communicators which may probably be a result
of lying or deception on others.

4. Ethical communicators use information properly.

Adequate information means providing truthful and
reliable information which other people could use in
bringing in new knowledge or expertise.

5. Ethical communicators do not falsify information. It is

intellectual theft when we use words or ideas of another
and fail to credit the source. In research writing, we
acknowledge sources of information through attribution
and citation. In speaking, we named the sources of
information in our speech.

6. Ethical communicators respect the rights of others to

information. When there is respect for truth and an
ethical consideration of others, communicators show
respect towards the rights of others to information and
access to information.
GROUP ACTIVITY #2
Shoot your shot:
Look for a meme that
illustrates specific
ethical principle.
 OVERVIEW OF MODULE 2

Work Plan

Midterm Period: Purposive Engagements in Written Communication, Language Strategies in Writing, Business Writing
and Impression Management

Course Intended Week Module/Lesson Coursework Target Date

Learning Learning Activity/Assessment of
Outcomes Outcomes Submission

Work Convey ideas 7 Purposive Engagements in Multi-modals analysis September

professionally in through oral, Written Communication 15, 2020
a team to audio-visual, a. Theories of Writing
produce effective and/or web- b. Process of Writing
business and based c. Styles and Registers of
technical presentations Written Communication
documents for different
incorporating target
verbal, visual, audiences in
and multimedia local and global
materials as setting using
necessary. appropriate
registers.

Create materials Adopt 8-9 Language Strategies in Writing narratives/life- September

that reflect the awareness of Writing like/features/fiction 25, 2020
rudiments of audience and (Youngblood)
written context in
communication. presenting ideas

Produce an Adopt 10-11 Business Writing and October 12,

output that awareness of Impression Management 2020
exemplifies and audience and
reflects the context in
principles, presenting
values and ideas.
ethics of
multicultural Create clear,
communication coherent and
in writing and effective
speaking communication
through the use materials.
of technology.
Midterm Requirement Video Resume (1 minute Week of Midterm Examination
and 30 seconds)
Purposive Engagements in Written Communication

 At the end of this unit, you should be able to:

 Recognize various types of written communication important in both
personal and professional lives
 Determine the differences in communicating a message in writing
 Apply the process of writing in creating an essay intended for specific
purpose.
 Adopt different strategies for writing with different types of audiences.

Exploring:

Francis Bacon, the famous philosopher and writer, once said that reading
maketh full man, conference a ready man, and writing an exact man. These
words aptly describes how writing, as a process and as a discipline, is very
significant.

(Note: Play video https://www.youtube.com/watch?v=71Y2uIyJM4g)

What does the video said about writing? Are you ready to undertake the
writing process?

A lot of writing activities are demanded from you as college students. You
may be required to write essays, reports, scripts, journals, or research papers.
Take note that eventually you will also use the writing skills that you
developed when you go to the workplace.

Basically, written tasks in college are regarded as academic writing which

entails deciding the source of information to be used, interpreting the
information gathered, organizing the ideas, selecting the words and strategies
to be employed in conveying the ideas, and finalizing the whole paper for
submission. The whole process will equip you with the different techniques
and approaches in order to communicate effectively in written form.

The University of Maryland highlights that “The expository nature of college

writing, with its emphasis on the knowledge you gain in your college courses
and through research, makes such writing different from your previous writing
and perhaps more challenging”. In view of that, you are expected to produce
written outputs which are research-based, reflect different points of view, and
exemplify sophisticated style that employs argumentation and persuasion.

(Note: insert video link about writing Link for University of Maryland
http://www.umuc.edu/current-students/learning-resources/writing-
center/online-guide-to-writing/tutorial/chapter1/ch1-01.html)
Immersing:

Before you immerse yourself in the act of

writing try exploring first these questions:

1. Why am I writing?

2. What are my main points?

Always keep in your mind those

questions. Your answers to these
questions will serve as your commitment
to yourself and to your readers regarding
the reasons why you undertake a written
task.
The Stages of Writing

1. Pre-writing stage

The key to successful writing is your

ability to generate ideas about the
subject matter that you want to write.
Try these tips on how you can generate
ideas:

Ways to Generate Ideas

•Free writing – this method of

generating ideas does not follow any
particular order. Rather, it is the free-
flowing of ideas in your mind about your
topic. Whatever comes in your mind,
just write them down without being
conscious on their arrangement.
Anyway, you’ll go back to them once
you’ve created an outline for your
essay. It entails the recollection of what
you previously know about the topic.
•Brainstorming
involves the informal
way of generating
ideas or points related
to the topic. Just open
your mind and let
ideas flow. It entails
the recollection of
what you previously
know and the new
ideas that you can
generate based on
your prior knowledge.
•Clustering

refers to the process of

breaking down the
topic into subtopics.
You can use a diagram
in creating a cluster in
order for you to fully
dissect a topic.

• 4W’s and 1H

try to answer the who,

what, where, when,
why, and how of a
topic.
Ways to Plan Your Writing

• create a cluster, diagram or web

• create a storyboard

• make an outline

• identify pros and cons

• list supporting arguments

• sort and organize notes card by topic

2. Drafting

Under this stage, you proceed to the

analysis of your pre-writing activity and
entails a review of the pre-writing
notes to determine a focus.

During the drafting stage, you should

concentrate on getting your ideas on
paper, organizing your information
logically and developing your topic
with enough details for your audience
and purpose.
3. Revising

For this stage, you take a close examination to your draft. This
involves a review of your draft for clarity, organization, and
correctness. Moreover, you may change some parts of your
draft that need improvements.

To guide you in revising your draft, refer to the following

questions:

To consider your audience:

• Were the details sufficient enough to support my

case in point?
• Were the ideas presented in logical?
• Did the transitional devices effectively support
the logical flow of ideas?
• Were the sentences clear or specific?
• Is the tone appropriate?

To consider the purpose:

• Was my purpose clear?

• Were the details presented consistent with my
purpose?
• Were the ideas organized in such a way that
they run parallel to my purpose?
• Were my objectives for writing attained?

To consider the form:

• Was the intended format followed?

• Were the paragraphs written or organized
correctly?
• Were the key points developed in such a way
that the arguments are balanced?
• Were the rudiments of writing and sentence
construction followed?
Editing

In editing your work, you focus on the conventions and standards of

written English. This is different from revising because you no longer
check your work for each content. Take note of these points:

• Did my work mirror correctness in terms of grammar?

• Were my sentences correct in terms of their structure?
• Were the words appropriate to my intended audience?
• Did I use the applicable punctuation marks?
• Did I observe proper capitalization?
• Did I spell out words correctly?
• Did I cite the source of the information I included in my
written work?
• Did I follow the correct format in citing the work of other
authors?
By Richard Nordquist
Updated July 25, 2019

In linguistics, the register is defined as the way a

speaker uses language differently in different
circumstances. Think about the words you choose,
your tone of voice, even your body language. You
probably behave very differently chatting with a
friend than you would at a formal dinner party or
during a job interview. These variations in
formality, also called stylistic variation, are known
as registers in linguistics. They are determined by
such factors as social occasion, context, purpose,
and audience.

Registers are marked by a variety of specialized

vocabulary and turns of phrases, colloquialisms
and the use of jargon, and a difference in
intonation and pace; in "The Study of Language,"
linguist George Yule describes the function of
jargon as helping " to create and maintain
connections among those who see themselves as
'insiders' in some way and to exclude 'outsiders.'"

Registers are used in all forms of communication,

including written, spoken, and signed. Depending
on grammar, syntax, and tone, the register may be
extremely rigid or very intimate. You don't even
need to use an actual word to communicate
effectively. A huff of exasperation during a debate
or a grin while signing "hello" speaks volumes.
Types of Linguistic Register

Some linguists say there are just two types of

register: formal and informal. This isn't incorrect,
but it is an oversimplification. Instead, most who
study language say there are five distinct
registers.

Frozen: This form is sometimes called the

static register because it refers to historic
language or communication that is intended to
remain unchanged, like a constitution or prayer.
Examples: The Bible, the United States
Constitution, the Bhagavad Gita, "Romeo and
Juliet."

Formal: Less rigid but still constrained, the

formal register is used in professional, academic,
or legal settings where communication is
expected to be respectful, uninterrupted, and
restrained. Slang is never used, and contractions
are rare. Examples: a TED talk, a business
presentation, the Encyclopaedia Brittanica,
"Gray's Anatomy," by Henry Gray.
Consultative: People use this register often in conversation
when they're speaking with someone who has specialized
knowledge or who is offering advice. Tone is often
respectful (use of courtesy titles) but may be more casual if
the relationship is longstanding or friendly (a family doctor.)
Slang is sometimes used, people may pause or interrupt
one another. Examples: the local TV news broadcast, an
annual physical, a service provider like a plumber.

Casual: This is the register people use when they're with

friends, close acquaintances and co-workers, and family. It's
probably the one you think of when you consider how you
talk with other people, often in a group setting. Use of slang,
contractions, and vernacular grammar is all common, and
people may also use expletives or off-color language in
some settings. Examples: a birthday party, a backyard
barbecue.
Intimate: Linguists say this register is reserved for special
occasions, usually between only two people and often in
private. Intimate language may be something as simple as an
inside joke between two college friends or a word whispered in
a lover's ear.

Additional Resources and Tips

Knowing which register to use can be challenging for English

students. Unlike Spanish and other languages, there is no
special form of a pronoun expressly for use in formal situations.
Culture adds another layer of complication, especially if you're
not familiar with how people are expected to behave in certain
situations.

Teachers say there are two things you can do to improve your
skills. Look for contextual clues such as vocabulary, use of
examples, and illustrations. Listen for tone of voice. Is the
speaker whispering or yelling? Are they using courtesy titles or
addressing people by name? Look at how they're standing and
consider the words they choose.
https://www.thoughtco.com/register-language-style-1692038
 Group Activity:

Look for a local or

foreign print
advertisement and
evaluate the language
structure (syntax,
style, and diction).
 18 Must-Use Writing Strategies

1. A Captivating Opening Sentence

Example: “Have you ever watched a movie

and, out of nowhere, a scene takes place
that is somehow so "off" that it jars you out
of the narrative and back to reality?”

2. A Sense of Direction: The

Opening Paragraph

The opening paragraph of an article is like a

travel itinerary. It should tell readers where
they'll be going and what they'll find there.
Make it creative or make it straightforward,
but always make it clear.

3. A Tone of Sincerity

Just because you’re not sitting right beside

your reader doesn't mean that the basic
rules of human interaction don’t apply.
Readers are looking for clues into your
authenticity, and insincerity is as distasteful
on the page as it is at a cocktail party.
Convey your passion and authority in a
subject.

4. Speak to Your Audience

Example: “Your family’s safety is your

number one concern. Whether you plan to
travel or stay at home this holiday season,
we have all the safety tips you need to keep
everyone safe, healthy and happy during the
holidays.”
5. The Value of an Outline

You learned it in freshman composition class and it’s just as important now.
An outline is an effective writing strategy that will get you from A to Z without
leading your reader through a maze of digressions and secondary thoughts.
Know what you want to say in an article before you say it. Try this:

Short opening paragraph

Subheading 1
Summary sentence

Subheading 2
Summary sentence

Subheading 3
Summary sentence

6. Have Fun

This is one of the most important writing strategies for success, yet it’s rarely
discussed. Simply put, if you don’t enjoy what you are writing about or at least
find some value in writing about it, your disinterest will seep into the article
and your words will fall flat. Find something to enjoy in what you’re writing;
interest will make your content sparkle.

7. Open a Dialogue

You wouldn’t speak in person to a group of interested people and expect

them not to converse with you, so don’t make that mistake in your writing.
When writing a blog post or article, remember that you’re actually having a
conversation.

Example: “This is just a list of how I like to keep my office organized. If you
have some of your own I’d love to hear about them!”
8. Timing is Everything

Timeliness cuts through the fog of an

oversaturated internet. If you're writing on a
subject that’s topping the headlines, put a new
spin on it. If your subject is as old as time itself,
present it in a modern, relevant light.

Example: Ten Everyday Things You Have in

Common With Ancient Egyptians

9. Above All Else, Be Clear

The great writer George Orwell once said that

good writing is like a clear pane of glass. Clarity
is the all-important hallmark of good writing.
Don’t confuse your reader. Know what you want
to convey and do it as simply as possible.

10. I See

Let’s take a look at Apple’s website. What does it

have in common with the official websites for
Mercedes, Samsung and Microsoft?
Lots of pictures!
Text is kept to a minimum, and visualization is
maximized.

Why?

Because those commercial giants know that

visual perception is one of the strongest tools
you can use to grab people’s attention.
When you’re writing for the web, be sure to write
around your visual materials. Don’t let your
audience get bored. Monotone text is dull.
Illustrations add daylight and clarification.
To write well, use pictures.
 11. What Will I Get?

Why do people browse online articles, read blog posts and

surf the web? What do they need? What are they looking
for? It’s a simple marketing technique to ask these questions
and use the answers to pitch your writing to your audience.

What do you want? A bay leaf or $10? The money, right?

Why? Because it’s more useful! Every time a person reads
your content, he or she wants to find an answer to a simple
question: “What will I get?” The reader wants to know: “What
are the benefits for me?”

Prove your worth to your audience. Don’t waste their time.

12. Add Some Sugar

Consider the advice of Joe Sugarman, one of the best

copywriters of all time. Sugarman says that the main purpose
of the first sentence is to make you want to read the second
sentence.

The method he proposed is universal, and it can be used for

both writing and talking.

Make your first sentence as short as possible. It should

intrigue the reader. It should raise a question in their mind. It
should prompt the reader to read the second sentence to
–
search for an answer. The second sentence should enhance
the intrigue and shift the reader’s attention to the third
sentence

makes us want to read on – exactly what Sugarman is

talking about.

13. Storytime

People love stories. We all grew up on stories, fairy tales and

fables. They fire our imagination and inspire our minds.
Telling a story is a great way to keep the reader’s interest.

In addition, stories help us to draw conclusions. They help

you to lead your readers in the right direction.
14. What?

Questions in text are useful because people tend to

answer them on a subconscious level – and that’s
another tool to use that involves people in reading.

What’s the best formula for an effective question? Make

it intriguing.

Here are some examples:

 Do you want to know how to avoid arguing?

 Would you like to learn everything four times
faster?
 Did you know that as a teenager Tom Cruise
went to study at a seminary to become a
priest?

Use questions to make your dialog with readers much

more provocative.

15. He Said, She Said

Use quotes to emphasize an idea and break up the text.

If you back up your words with the words of a famous

person, your arguments gain more credence.

Here’s a tip, though – the quote should be directly

relevant to the article and easily understandable, like
this one:

“People have developed wise and wonderful sayings

since ancient times which we need to learn”.

- Herodotus

16. Lightning News

Use the news to strike up a passionate debate. Follow

what’s happening on the globe and pick the news that’s
most relevant to your field, and of most interest to your
readers. Comments are guaranteed.
17. Cool Fact

Does the phrase “cool fact” intrigue you and grab your attention? Yes,
indeed! It indicates that in just a second you’ll discover something new,
entertaining and curious.

Provide interesting statistics or curious facts to draw readers in.

Examples:

 The fastest growing demographic on Twitter is the 55-64 year

age bracket.
 For the 18-49 age group, YouTube has greater reach than any
cable network.

To be even more effective, combine statistics and facts with

illustrations.

18. Look at me!

Tests are another cool tool. People love to conduct experiments and
learn more about themselves. Polls, exams and assessments spark
interest and encourage readers to spend more time at your site.

Tests that are interesting but short, and that have sharable results, are
exactly what you need.

Examples:

 Test your grammar skills!

 Is your typing fast enough?
 Find out what kind of mind you have.

A solid understanding of some basic writing strategies will help you

create successful blog posts, copy or articles, but it's just as important
to know what not to do.

https://writtent.com/blog/9-must-use-writing-strategies-examples/
Individual Activity

Write or develop a
feature article
about a topic of
your choice which
is intended to be
published in the
Youngblood section
of the Philippine
Daily Inquirer.
By Richard Nordquist
Updated February 04, 2020

Business writing is a professional

communication tool (also known as business
communication or professional writing)
corporations and other professional entities
use to communicate with either an internal or
external audience. Memorandums, reports,
proposals, emails, and a variety of other
business-related written materials are all forms
of business writing.

Tips for Effective Business Writing

The purpose of business writing is

transactional. Of course, the content of
business writing relates to a business entity but
it also relates to a specific and purposeful
transaction between the writer and his or her
audience. According to Brant W. Knapp, author
of A Project Manager's Guide to Passing the
Project Management Exam, the best business
writing can be "understood clearly when read
quickly. The message should be well planned,
simple, clear, and direct."
Fast Facts: Basic Business Writing Goals

Convey Information: Forms of business

communication, such as research reports or policy
memos, are written to disseminate knowledge.

Deliver News: Professional writing is often used to

share recent events and accomplishments with both
internal and external audiences.

Call to Action: Business professionals use writing in an

attempt to influence others for numerous reasons including
selling merchandise and passing legislature.

Explain or Justify an Action: Professional

communication allows a business entity to explain their
beliefs or to justify their actions.

The following tips, adapted from Oxford Living

Dictionaries, form a good foundation for business writing
best practices.

Put your main points first. State exactly why you're

writing the correspondence upfront. One exception to this
rule is for sales letters. Reminding the recipient of a past
meeting or a common connection you share is an
acceptable way to open as it may influence the recipient to
be more amenable to your intended aims.

Use everyday words. Using words such as "about"

rather than "concerning," "expect" rather than "anticipate,"
and "part" instead of "component" will make your writing
less stilted.

Know your audience. Unless it's aimed at an industry-

specific audience, don't fill your writing with lots of
technical jargon (specifics can be attached separately.)
Adjust your tone to suit your intended reader. For instance,
a letter of complaint would have a far different tone than a
letter of reference. Finally—this should go without
saying—never use derogatory or sexist language, and
actively work to eliminate gender-biased language from
any form of business communication.
Use contractions when possible. Business writing has
undergone a shift from formal to a more accessible style, so
using "we’re" not "we are," and "we’ve" not "we have" is the
way to go. Even so, you don't always have to use a
contraction. A good rule of thumb is that if a contraction
improves the sentence flow, use it; if the sentence is more
persuasive without it, use two words.

Use active rather than passive verbs. Active verbs allow

the reader to comprehend quickly and understand more
completely. For example, "The decision has implemented to
suspend production," leaves the interpretation of who made
the decision to call it quits open. On the other hand, the
meaning of, "We've decided to suspend production," is clear.

Write tight. Again, using the example above, choosing the

word "decided" rather than "made the decision" makes
reading easier for the audience.

Don’t be a slave to rules in every situation. This is a case

of knowing your audience. If your aim is to make your writing
conversational, it's fine to end a sentence with a preposition
now and then, especially to improve flow and avoid awkward
construction. That said, while many businesses have their
own in-house style guides, elementary rules for style and
grammar must be observed for your writing—and you—to be
considered professional. Sloppy writing, poor word choice,
or an unearned overly familiar attitude can come back to
haunt you.

Keep your font choices simple. Stick to a nice, clean type

style such as Helvetica or Times New Roman and limit the
number of fonts you use in correspondence. Your goal is to
write something legible and easy to read.

Don't overuse visuals. Generally speaking, visuals should

be used at a minimum—they should not exceed 25% of your
document, memo, email, report, etc. Too many graphics
become confusing and often detract from the message you
want to convey. A few powerful, well-placed graphics will
accomplish more to get your point across than something
that looks like a bad attempt at scrapbooking.

https://www.thoughtco.com/what-is-business-writing-1689188
What Is Impression Management?

Impression management is the effort to control

or influence other people's perceptions. This
could be their perception of a certain person
(including you), a material possession or an
event. The theory goes on to explain that we try
to make the perception consistent with our goals.
For example, a girl who only shares good things
about her boyfriend to her parents may be trying
to present him as a good catch so they can stay
together. If a woman spends hours thinking
about the right outfit to wear to a party, she may
be trying to present herself as beautiful and
stylish while looking for a date. Of course, many
of us can identify with the desire (and resulting
actions) to be seen a certain way or cause
someone or something we care about to be seen
a certain way. Sometimes it's conscious and
sometimes it isn't, but when we pay attention, we
may find several perceptions we are striving to
get from others.

The most common types of impression

management have to do with self-presentation,
and in the business world, the presentation of
merchandise. How often have you wondered
what someone will think of you if you do this or
that, or if you don't do it? We strive to have
others view us positively, because we tend to put
emphasis on other views in ways that impact our
self-esteem. As far as marketing goes,
businessmen are going to present a product in
the best light possible. Their job relies on
managing the impressions of the audience in
specific ways that boosts revenues. Also, in their
understanding of human behavior, they might
even imply that if you own this product you may
be more liked by others.
Why We Do It?

There are two main motives we have for

trying to manage the impressions of
others: the instrumental and the
expressive.

The instrumental motive includes what we

have already mentioned: the desire for
increased self-esteem. The fundamental
meaning of instrumental motivation is the
gaining of rewards. So, when we try to
manage perceptions to get something
back from another person, we are
motivated by instrumental purposes. For
example, if a sales representative shares
with her customer that she uses this
particular bar of soap and goes on to
explain how it has helped her skin, her
reason for encouraging this sale might be
her desire for a raise. Maybe that is why
she has been trying many products lately
and praising them to customers. Besides
seeking a raise, a person could be looking
for acceptance, respect, more friends, etc.

Have you ever felt like you wanted to

redefine yourself or how you think you
have been seen by others? Maybe when
you were growing up, your parents wanted
you to dress, speak or act a certain way,
and you wanted to show them they
couldn't define you. Whether or not we
have felt this way, many people become
aware of how they are viewed and want to
change that view of them. An expressive
motive comes down to wanting to be in
charge of one's personal behavior and
identity. It can come from a response to
social norms, expectations or restrictions,
and it seeks to show others something
different.

https://study.com/academy/lesson/impression-
management-in-sociology-theory-definition-
examples.html
Impression Management Techniques.

Impression Management is the process by which people manage and

control their perception the other people form about them. This is also
referred to as *putting your best foot forward* and *showing the best
(read fake) face in public* Impression Management is thus, a diplomatic
and political tool for one to climb hierarchical ladder in the organization,
without sacrificing one’s basic principles.

As with other cognitive processes, impression management has many

conceptual dimensions. A distinction between *impressions motivation*
and *impression construction* can be made as first is bridging the gulf
between an image the individual wants others to see and others have of
him, and the second is what specific image the individual wants to
project and how he goes in doing so. Some well-known techniques of
impression management are as below:

*Conformity* Agreeing with someone else's opinion in order to get his

or her approval. For example, A manager tells his boss, “you are
absolutely right on your reorganization plan of Eastern region. I couldn't
agree with you more". That, the subordinate may not mean it and boss
and subordinate both know it but they let it pass.

*Excuses* Explanation of a problem creating situation aimed to bring

down the seriousness of the problem. For instance, sales manager to
boss, " We failed to put the advertising in time, but see, no one
worthwhile responds to these advertise these days"

*Apologies*Admitting responsibility for an undesirable event and at the

same time seeking to get pardon. For example, Employee to boss, “I
am sorry I made a mistake on the report. Please forgive me."

*Acclamations * Explaining favorable event, to maximize the desirable

implications for oneself. Example, Sales person to his immediate
superior, “Sales have almost doubled since I joined in this region."

*Flattery * Complimenting others about their virtues so as to appear

perceptive and likable. For example, sales executive to his superior,
“You handled that customer complaint so tactfully, I couldn't do it like
you did for sure".

*Favors* Doing something nice to someone to gain the person's

appreciation. Example, Sales Executive to Sales Manager, " I have got
two tickets of Sunny Leone movie to which I can't go sir. You take it sir,
consider this sir as a token of thanks sir for how you helped me sir"

*Association * Enhancing one's image by using and managing

information with which one is associated. Example, a candidate during
interview, “Oh! What a coincidence, your boss and I were roommates
back in college!"

https://medium.com/@satishbendigiri/impression-management-technique-
11780ea4d98a
What is a Video Resume?

By: Alison Doyle

Updated January 25, 2020

A video resume is a short video created by a candidate for employment

and uploaded to the internet (or emailed to a hiring manager) for prospective
employers to review. In the video, the candidate shares detailed information
about their skills and experience.

Typically, this video is used to supplement, not replace, a paper resume. As

with a print resume, it's possible for the video resume to be either general or
targeted toward a particular position or company. It can be created by a
professional for you, or you can create your own. Some job search and
networking sites provide a means for users to incorporate video resumes
into their profiles.

How a Video Resume Can Help

Depending on your industry, a video resume could be a helpful add-on to

your job application. It's important to keep in mind that a video resume isn't
going to get you a job. However, it can assist you in marketing yourself to
prospective employers—if it's done right.1

Should You Create a Video Resume?

Creating a video resume is an optional task for job seekers. It's quite rare for
companies to require or request a video resume from candidates. A Robert
Half survey reports that most companies (78%) prefer traditional resumes,
either a Word Document or PDF. Only 3% were interested in video resumes
or infographics.

For some job seekers, particularly ones in visual or creative fields, a video
resume can highlight valuable skills. For instance, a video resume is useful
for showing any type of performance-based work, whether it involves acting
on stage, teaching a class, or presenting quarterly numbers.

Also, a video resume can be an excellent way to show off your personality;
for people in client-facing roles, whose work involves charming prospective
buyers, a video resume may be beneficial.

However, if your role is not very visual, then a video resume might not help
further your candidacy. You should also be mindful that it's easy to
miscalculate in a video resume—that is, there's a high risk of the script,
filming style, or location being inappropriate.

If you make your video resume yourself and have little filming experience,
your video might come across as unprofessional.

Keep in mind that, as with anything on the internet, once your video file is
out there, you cannot control how it's shared.
An unprofessional or inappropriate video resume can hinder your chances of
getting an interview. In a worst-case scenario, a poorly conceived and
executed video resume can knock you out of contention and embarrass you.

Some hiring managers will not even view video resumes since they fear claims
of discrimination in the hiring process. So, while a video resume can be a great
way to get noticed, consider your options carefully before getting started to
ensure that a video resume is the right fit for you, and a good use of your
time.3

Tips for Creating a Video Resume

If you're considering creating a video resume as part of your job search, keep
these tips in mind:

• Be professional: Dress as you would for an interview and maintain a

professional demeanor. Avoid slang and, of course, cursing. Be cautious when
it comes to jokes. What's funny to you may not make others laugh.

• Find a good background: Pay attention to the background of shots:

make sure it looks tidy and that there are no noises in the background. You'll
also want to make sure the lighting is good. A shadow across half of your face
can be distracting.

• Prepare a script: Don't ad-lib your video. You want to seem natural
and off the cuff, but should have a sense of what you want to say and how you
want to phrase it. Do not read directly from a script or from your resume, as
that leads to a dull video. Think of the video as a pitch for why a particular
company should hire you. As such, your main objective should be to express
what benefits you'll provide the company, as well as your goals, skills, and
accomplishments.

• Know your audience: As you plan your script and filming location,
consider who will watch the video and calibrate accordingly. For instance, a
video prepared for a position at a bank might differ from a video created for a
start-up.

• Show, don't tell: Use visuals to illustrate what you're saying in the
video script, ones that showcase your talents and skills. For instance, if you're
applying for a job where presentations are a significant part of the role, you can
film B-roll of yourself assembling a PowerPoint. If any of your presentations
were recorded, use that footage in your video resume.

• Keep it brief: Videos should be between 30 and 90 seconds.

Anything longer than that is unlikely to be watched.

• Share with friends and family: Getting feedback from others is an

important step. Ask a few people to watch your video, and make edits and
changes based on their comments.

Always keep in mind that once your video is on the internet, you no longer
have control over who sees it or how it's shared. Take feedback from friends
and family seriously. If they think it's a misfire, do not send the video to
potential employers.
Video Resume Don'ts

• Don't mix your personal life with your

professional one. If you have information on your
Facebook or Twitter page that you'd prefer employers
don't see, don't link your video resume to them.

• Don't expect your video resume to replace your

traditional resume. Not all employers are interested in
a video resume, and others are worried about
discrimination issues, such as hiring candidates
because of how they look and sound rather than their
qualifications. However, a well-done video can bolster
your candidacy for employment.

Key Takeaways

• A video resume may not be necessary:

Consider your industry, your target role, and the
companies you're applying to before creating one.

• Be professional: If you do create a resume,

keep it professional, from your outfit to the production
value. Make sure it's short and will ultimately benefit
your application instead of detracting from it.

• Get feedback: Share your video with your

mentors, trusted colleagues, and friends and family.
Ask for opinions and revise the video accordingly.
https://www.thebalancecareers.com/tips-for-creating-a-video-resume-2064219
 MIDTERM EXAM

Scenario:

A reliable Internet-based jobsite announced a job opening for

a prestigious company that offers a highly competitive
compensation package and good working environment. The
application procedure stated that interested applicants need to
submit a video resume' which will run for less than two (2)
minutes.

Do the following:

1. Assume that you are qualified to apply for the job vacancy
and you are interested to submit the requirements.

2. Design and create a video resume' as required.

3. Your video must be within the specified time frame: not less
than one (1) minute but not more than two (2) minutes. Going
below or beyond the stipulated timeframe will mean
deductions from the overall score based on the following
brackets:

Below one (1) minute - 5 points deduction

Beyond two (2) minutes - 5 points deduction

4. The video must contain the essentials of a job application

resume such as:

a. Your strong points in terms of educational qualification,

skills, traits, and character

b. Your edge / advantages over the other applicants

c. A clincher closure

4. The video file must be in the standard format that can be

played using windows media player or mp4 apps.

5. Refer to the attached rubric as your guide in creating the

concept of your output.

6. Submission of video resume' will be done via Canvass.

 OVERVIEW OF MODULE 3

Work Plan

Final Period: Meaningful Experiences in Oral Communication: Public Speaking, Effective Introductory and Concluding
Techniques, Effective Use of the Voice, Varieties and Registers of Spoken English

Course Intended Week Module/Lesson Coursework Target Date

Learning Learning Activity/Assessment of
Outcomes Outcomes Submission

Convey ideas Evaluate the 13 Meaningful Experiences in Attention-getters October 16,

through oral, principles of Oral Communication: 2020
audio-visual, public Public Speaking
and/or web- communication.
based
presentations for
different target
audiences in
local and global
settings using
appropriate
registers.

Produce an
output that
exemplifies and
reflects the
principles,
values and
ethics of
multicultural
communication
in writing and
speaking
through the use
of technology.
Produce an Convey ideas 14 Effective Introductory and
output that through oral, Concluding Techniques
exemplifies and audio-visual,
reflects the and/or web-
principles, based
values and presentations for
ethics of different target
multicultural audiences in
communication local and global
in writing and setting using
speaking appropriate
through the use registers.
of technology.
Produce an Evaluate the 15 Effective Use of the Voice
output that principles of
exemplifies and public
reflects the communication.
principles,
values and
ethics of
multicultural
communication
in writing and
speaking
through the use
of technology.
Convey ideas Apply the 16 Varieties and Registers
through oral, concepts of of Spoken English
audio-visual, multicultural
and/or web- and
based technological
presentations communication.
for different
target Convey ideas
audiences in through oral,
local and globalaudio-visual,
settings using and/or web-
appropriate based
registers. presentations
for different
target
audiences in
local and global
setting using
appropriate
registers.
Final Requirement 17-18 Persuasive Speech Week of Final Examination
Presentation (TED Talk)
Meaningful Experiences in Oral Communication

The Art of Public Speaking

By Richard Nordquist
Updated January 09, 2020

Public speaking is an oral presentation in which a

speaker addresses an audience, and until the 20th century,
public speakers were usually referred to as orators and
their discourses as orations.

A century ago, in his "Handbook of Public Speaking," John

Dolman observed that public speaking is significantly
different from a theatrical performance in that it is "not a
conventionalized imitation of life, but life itself, a natural
function of life, a real human being in real communication
with his fellows; and it is best when it is most real."

Unlike its predecessor oration, public speaking involves an

interplay of not only body language and recitation, but on
conversation, delivery, and feedback. Public speaking
today is more about the audience's reaction and
participation than an orations' technical correctness.

Six Steps to Successful Public Speaking

According to John. N Gardner and A. Jerome Jewler's

"Your College Experience," there a six steps to creating a
successful public speech:

1. Clarify your objective.

2. Analyze your audience.
3. Collect and organize your information.
4. Choose your visual aids.
5. Prepare your notes.
6. Practice your delivery.

https://www.thoughtco.com/public-speaking-rhetoric-communication-1691552
 Public Speaking Tips for Students

 Talk about what you know. If possible, choose a topic for

your speech or presentation that you know a lot about and
love. Your passion for the topic will be felt by the audience,
and you will feel less anxious knowing that you have a lot of
experience to draw from when other students ask you
questions.

 Practice. Even great speakers practice their speeches

beforehand. Practice out loud with a recording device or
video camera and then watch yourself to see how you can
improve. If you are feeling brave, practice in front of a friend
or family member and ask for feedback.

 Visualize confidence. Visualize yourself confidently

delivering your speech. Imagine feeling free of anxiety and
engaging the students in your class. Although this may
seem like a stretch for you now, visualization is a powerful
tool for changing the way that you feel. Elite athletes use
this strategy to improve performance in competitions.

 Realize the other students are on your side. Think about

a time when you have been an audience member and the
student delivering the speech or presentation was
noticeably nervous. Did you think less of that student? More
likely, you felt sympathetic and wanted to make that person
more comfortable by smiling or nodding. Remember—other
students generally want you to succeed and feel
comfortable.

 Concentrate on your message. When you focus on the

task at hand, anxiety is less likely to get out of control.
Concentrate on the main message of your speech or
presentation and make it your goal to deliver that message
to the other students in your class.

 Rack up experience. Volunteer to speak in front of your

class as often as possible. Be the first one to raise your
hand when a question is asked. Your confidence will grow
with every public speaking experience.

 Observe other speakers. Take the time to watch other

speakers who are good at what they do. Practice imitating
their style and confidence.
 Organize your talk. Every speech should have an
introduction, a body, and a conclusion. Structure your talk so
that the other students know what to expect.

 Grab the audience's attention. Most of your fellow

classmates will pay attention for at least the first 20 seconds;
grab their attention during those early moments. Start with an
interesting fact or a story that relates to your topic.

 Have one main message. Focus on one central theme and

your classmates will learn more. Tie different parts of your
talk to the main theme to support your overall message.
Trying to cover too much ground can leave other students
feeling overwhelmed.

 Tell stories. Stories catch the attention of other students and

deliver a message in a more meaningful way than facts and
figures. Whenever possible, use a story to illustrate a point in
your talk.

 Develop your own style. In addition to imitating good

speakers, work on developing your own personal style as a
public speaker. Integrate your own personality into your
speaking style and you will feel more comfortable in front of
the class. Telling personal stories that tie into your theme are
a great way to let other students get to know you better.

 Avoid filler words. Words such as "basically", "well", and

"um" don't add anything to your speech. Practice being silent
when you feel the urge to use one of these words.

 Vary your tone, volume, and speed. Interesting speakers

vary the pitch (high versus low), volume (loud versus soft),
and speed (fast versus slow) of their words. Doing so keeps
your classmates interested and engaged in what you say.

 Smile. If all else fails, smile. Your fellow classmates will

perceive you like a warm speaker and be more receptive to
what you have to say.

 Don't apologize. If you make a mistake, don't offer

apologies.

 Make the audience laugh. Laughter is a great way to relax

both you and the other students in your class, and telling
jokes can be a great icebreaker at the beginning of a speech.
https://www.verywellmind.com/public-speaking-tips-3024732
General Guidelines for Introductions and Conclusions

Can you imagine how strange a speech would sound without an introduction? Or how
jarring it would be if, after making a point, a speaker just walked away from the lectern
and sat down? You would most likely be pretty confused, and the takeaway from that
speech—even if the content was really good—would likely be, “I was confused” or “That
was a weird speech.”

This is just one of the reasons all speeches need introductions and conclusions.
Introductions and conclusions serve to frame the speech and give it a clearly defined
beginning and end. They help the audience to see what is to come in the speech, and
then let them mentally prepare for the end. In doing this, introductions and conclusions
provide a “preview/review” of your speech as a means to reiterate or re-emphasize to
your audience what you are talking about.

The general rule is that the introduction and conclusion should each be about 10% of
your total speech, leaving 80% for the body section. You can extend the introduction to
15% if there is good reason to, so 10-15% of the speech time is a good guideline for the
introduction Let’s say that your informative speech has a time limit of 5-7 minutes: if we
average that out to 6 minutes that gives us 360 seconds. Ten to fifteen percent of 360 is
36-54, meaning your full introduction—which includes the thesis and preview—should
come in at about a minute. That isn’t to say that your speech instructor will be timing you
and penalize you for hitting the 60 second mark, but rather to highlight the fact that you
need to be economical with your time. An introduction or conclusion of a 6-minute
speech that lasts 90 seconds is taking up 25% or your speech. leaving much less time
for the body.

Consequently, there are some common errors to avoid in introductions:

 rambling and meandering, not getting to the point;

 speaking to become comfortable;
 saying the specific purpose statement, especially as first words;
 choosing a technique that hurts credibility, such as pedantic (defining words like
“love”) or a method that is not audience-centered;
 beginning to talk as you approach the platform or lectern; instead, it is preferable
to reach your destination, pause, smile, and then begin;
 reading your introduction from your notes; instead, it is vital to establish eye
contact in the introduction, so knowing it very well is important;
 talking too fast; instead, let your audience get used to your voice by speaking
emphatically and clearly.
In terms of the conclusions, be careful NOT to:

 signal the end multiple times. In other words, no “multiple conclusions” or saying “As I close”
more than once;
 rambling; if you signal the end, end;
 talking as you leave the platform or lectern
 indicating with facial expression or body language that you were not happy with the speech.

Structuring the Introduction

A common concern many students have as the date of their first major speech approaches is “I don’t
know how I should start my speech.” What they are really saying is they aren’t sure what words will be
memorable, attention-capturing, and clever enough to get their audience interested or, on a more basic
level, sound good. This is a problem most speakers have, since the first words you say, in many ways, set
the tone for the rest of your speech. There may not be any one “best” way to start a speech, but we can
provide some helpful guidelines that will make starting a speech much easier.

With that in mind, there are five basic elements that you will want to incorporate into your introduction.
And while you have some leeway to structure your introduction in a way that best fits with your speech
and you wouldn’t necessarily always do all of these in the order below, the following order of these five
elements is fairly standard. Unless you have a specific reason to do otherwise, it is probably a pretty good
order for you to use.

Element 1: Get the Audience’s Attention

The first major purpose of an introduction is to gain your audience’s attention and make them interested in
what you have to say. While many audiences may be polite and not talk while you’re speaking, actually
getting them to listen to what you are saying is a completely different challenge. Let’s face it—we’ve all
tuned someone out at some point because we weren’t interested in what they had to say. If you do not get
the audience’s attention at the outset, it will only become more difficult to do so as you continue speaking.

That’s why every speech should start with an attention getter, or some sort of statement or question that
piques the audience’s interest in what you have to say at the very start of a speech. Sometime these are
called “grabbers.” The first words out of your mouth should be something that will perk up the audience’s
ears. Starting a speech with “Hey everybody. I’m going to talk to you today about soccer” already sounds
boring and has not tried to engage the individuals in the audience who don’t care about soccer. Once your
audience has deemed your speech to be boring, trying to inform, persuade, or entertain them becomes
exponentially more difficult. So let’s briefly discuss what you can do to capture your audience’s attention
from the onset.

Attention getter

The statement or question that piques the audience’s interest in what you have to say at the very
beginning of a speech
Startling Statement/Statistic/Fact

Another way to start your speech is to surprise your audience with

startling information about your topic. Often, startling statements
come in the form of statistics and strange facts. The goal of a good
startling statistic is that it surprises the audience and gets them
engaged in your topic. For example, if you’re giving a speech about
oil conservation, you could start by saying, “A Boeing 747 airliner
holds 57,285 gallons of fuel.” You could start a speech on the
psychology of dreams by noting, “The average person has over
1,460 dreams a year.”

A strange fact, on the other hand, is a statement that does not

involve numbers but is equally surprising to most audiences. For
example, you could start a speech on the gambling industry by
saying, “There are no clocks in any casinos in Las Vegas.” You
could start a speech on the Harlem Globetrotters by saying, “In
2000, Pope John Paul II became the most famous honorary
member of the Harlem Globetrotters.” All four of these examples
came from a great website for strange facts
(http://www.strangefacts.com).

A Rhetorical Question

A rhetorical question is a question to which no actual reply is

expected. For example, a speaker talking about the history of
Mother’s Day could start by asking the audience, “Do you remember
the last time you told your mom you loved her?” In this case, the
speaker does not expect the audience to shout out an answer, but
rather to think about the question as the speech goes on.

 Immediate Reference to Subject

 Reference to Audience or Appeal to Self-Interest
 Quotation
 Reference to Current Events
 Historical Reference
 Humor

The best attention getters are

 concrete (they bring up or refer to real experiences);

 novel (they use material that is new or fresh to the
audience);
 familiarity (makes the audience perk up with something
comfortable and close to their experience);
 movement-oriented (don’t spend too long in the introduction
because the audience will wonder where you are headed);
 need-oriented (your attention getter and introduction in
general should relate to the needs or interests of the
audience).
 Other factors like suspense (introducing a story and
finishing it at the end) or conflict (telling a story with strong
opposing forces and tension) can also be used.
Element 2: Establish or Enhance Your
Credibility
Element 3: Establish Rapport
Element 4: Preview Your
Topic/Purpose/Central Idea
Element 5: Preview Your Main Points
Structuring the Conclusion
Element 1: Signal the End
Element 2: Restate Main Points
Element 3: Clincher
- Conclude with a Challenge
- Conclude with a Quotation
- Conclude by Visualizing the Future
- Conclude by Inspiration
- Conclude with a Question
- Refer Back to the Introduction
- Conclude with an Anecdote or
Personal Story
- Conclude with a Reference to
Audience or Audience Self-Interest
https://alg.manifoldapp.org/read/exploring-public-speaking-the-free-dalton-state-
college-public-speaking-textbook-4th-edition/section/86fa5c9a-6218-4faf-be24-
70e7469d0632
Effective Use of the Voice

There's a Message in Your Voice

While speech is how you use words, voice is
how you create sound. To your listeners, your
voice is a part of who you are and what you
believe. Follow these tips on using your voice
effectively when you're giving a presentation.
Your voice is a bigger and more important part
of your presentation than you may think. With
your voice, you can mutter, whisper, or shout.
You can roar, suggest, demand. You can state,
announce, assert, declare, affirm.
 Use your voice for maximum impact.
 Vary the elements of sound for emphasis.
 Adjust the volume.
 Refine the pitch.
 Alter the rhythm and tempo.
 Control the timbre.
 Slow down.
 Change your position.
 Adjust your volume for the size of your
audience.
 Pause when it's appropriate.
 Regulate the emotion of your voice.
http://totalcommunicator.com/vol2_3/voicemessage.html

https://www.entrepreneur.com/article/228515
Varieties and Registers of Spoken Language

Exploring:

Say it! You’re on now. Assume that your school is the host
of a national conference and you were tasked to welcome
the delegates coming from the different parts of the
country. Those who came were students, administrators,
and guests. What will you say to the guests who are
students like you? How will you address the administrators
and guests?

With 375 million native speakers and 1.5 billion total

speakers, English is by far the most widely spoken
language in the world and as such has become a lingua
franca for international business. As it is spoken in many
different parts of the world, it has been influenced by
several social, political and cultural aspects, resulting in a
language with loads of local varieties.

With its present present-day geographical

distribution, it is spoken on all five continents. With regard
to number of speakers, it is only exceeded by Chinese and
Spanish. But in terms of geographical spread, it stands at
the top of the league.

With the advent of World Englishes or New

Englishes, various types of English usage emerged in the
different parts of the world -- British English, American
English, Canadian English, Australian English, Indian
English and Philippine English, to name a few.
Below are some word variations used in American
English and British English as well as Philippine
English and American English.

American English
Apartment
Store
Restroom
Elevator
Sidewalk

British English
Flat
Shop
Toilet
Lift
Pavement

American English
Family name
Just a second
I’m good
Glad

Philippine English
Surname
For a while
I’m fine
Very happy
The concept of register,
however, is concerned with
the way language varies
when used in different
situations for different
purposes. Effectively different
situations and people call for
different registers. The kind of
language used is usually
determined by the subject
matter and the relationship
between the participants.

Choosing the more

appropriate register in the
right context to the right
people is an essential
cornerstone of courtesy and
effective communication.
Certainly it would be
inappropriate to use language
and vocabulary reserved for
one’s boyfriend or girlfriend in
a classroom setup, or formal
meeting. Therefore, the
appropriate language register
Types of Registers

Intimate Registers – this is reserved for close family, or

intimate people such as husband and wife, boyfriend or
girlfriend, sibling, parents and children.

Formal Register – this is the language used in informal

settings. The use of formal language usually follows a
commonly accepted formal which is impersonal. This is
used in speeches, sermons, rhetorical statements and
questions, pronouncements made by judges and
announcements.

Informal Register – also known as casual register. This

is used by peers or friends. This is characterized by the
use of slang, vulgarities and colloquialism. Common in
this type is the use of words and phrases such as bro,
chick, awesome, cool, okay/ok, ain’t, check it out,
moment of truth and kicked the bucket. This is possibly
the most popular and frequently used register.

Consultative Register – this is used in professional

discourse usually between a superior and subordinate,
doctor and patient, lawyer and judge, teacher and
student, or counselor and client. This is used when
consulting an expert.

Static Register – is a style of communication that rarely

or never changes. It is fixed in time and content.
Examples of this register are the pledge of allegiance,
the Lord’s Prayer, a bibliographic reference and laws.
Application
 Deliver a short
introduction of
a topic of your
choice that
attracts attention
and captures
interest.
Guidelines on the delivery of
Motivational Speech

1. The students have to decide

which audience they wish to address.

2. Their choice of audience will

enable them to find a suitable topic,
and use the right register of English.

3. The students are expected to

deliver a complete speech.

4. The speech must have a

catchy introduction (attention-getter),
comprehensive body, and effective
conclusion.

5. The students have a minimum

of two and a maximum of three
minutes to deliver.

6. They have to appropriately

time their speeches.

a. below two minutes will mean a

point deduction

b. beyond three minutes will also

mean a point deduction.