PURPOSIVE COMMUNICATION Context-situa�on or environment in which you

communicate.
Lesson 1: Communication Processes, Principles, and
Ethics GENERAL PRINCIPLES
It is also generally defined as the exchange of thoughts,
1. Know your purpose in communica�ng.
ideas, concepts, and views between or among two or
2. Know your audience.
more people, various contexts come into play.
3. Know your topic.
Context is the circumstance or environment in which 4. Adjust your speech or wri�ng to the context of the
communica�on takes place. situa�on.
5. Work on the feedback given to you.
✓ physical/actual se�ng
✓ Value posi�ons of a speaker or listener Ethics of Communica�on
✓ Appropriateness of a message conveyed
Morals influence the behavior of an individual, group,
Types of Communica�on (According to Mode) or organiza�on, thereby affec�ng communica�on.

Verbal-people exchange ideas and informa�on through 1. Establish an effec�ve value system that will pave way
spoken words. for the development of your integrity as a person.
Non-Verbal- Individuals use non-verbal behavior (tone 2. Provide complete informa�on. and accurate
of voice, body language, eye contact) to communicate. 3. Disclose vital informa�on adequately and
Visual-This uses visuals to convey informa�on through appropriately.
messages.
MODELS OF COMMUNICATION
Types of Communica�on (According to Context)

Intrapersonal-The means to communicate is by talking Aristotle’s Model of Communica�on

to oneself.
Interpersonal-Interac�ve exchange takes place in this What is Aristotle’s model of communica�on?
communica�on. Aristotle’s model of communica�on primarily focuses
Extended-This involves the use of electronic media. on the sender (public speaker, professor, etc.) who
Organiza�onal- This plays a role in organiza�onal passes on their message to the receiver (the audience).
contexts. The sender is also the only ac�ve member in this
model, whereas the audience is passive. This makes
Types of Communica�on (According to Purpose and Aristotle’s communica�on model a foolproof way to
Style) excel in public speaking, seminars, and lectures.
What are the main elements of Aristotle’s
Formal-This employs formal language delivered orally communica�on model?
or in writen form.
Informal-It involves personal and ordinary Aristotle iden�fied 3 elements that improve
conversa�ons with friends, family members, and communica�on within this model:
acquaintances. 1. Ethos — Defines the credibility of the speaker.
Speaker gains credibility, authority, and power
Communica�on Process by being an expert in a field of their choice.
2. Pathos — Connects the speaker with the
SOURCE-sender must know why communica�on is audience through different emo�ons (anger,
necessary and the needed result. sadness, happiness, etc.)
Message-cause for communica�ng. 3. Logos — Signifies logic. Namely, it is not
ENCODING-process of taking the message and enough for the speech to be interes�ng — it
transferring it to the right format for your audience. needs to follow the rules of logic.
Channel-method/s to convey the message.
DECODING-receiving and understanding the message. As shown in Aristotle’s communica�on model diagram
Receiver-listens through his/her individual below, Aristotle also suggested that we look at 5
perspec�ves. components of a communica�on situa�on to analyze
FEEDBACK-gauges how successful the communica�on the best way to communicate:
is. • Speaker,
• Speech,
 • Occasion,
• Target audience, and Maybe the most popular model of communica�on is
• Effect. the Shannon-Weaver model.

Strangely enough, Shannon and Weaver were

mathema�cians, who developed their work during the
Second World War in the Bell Telephone Laboratories.
They aimed to discover which channels are most
effec�ve for communica�ng.
So, although they were doing research as part of their
engineering endeavors, they claimed that their theory
is applicable to human communica�on as well.
And, they were right.

What is the Shannon-Weaver model of

communica�on?
Lasswell’s model of communica�on The Shannon-Weaver communica�on model,
therefore, is a mathema�cal communica�on concept
What is Lasswell’s model of communica�on? that proposes that communica�on is a linear, one-way
Lasswell’s communica�on model views communica�on process that can be broken down into 5 key concepts.
as the transmission of a message with the effect as the What are the main elements of the Shannon-Weaver
result. communica�on model?
The effect in this case is the measurable and obvious As the Shanon-Weaver communica�on model diagram
change in the receiver of the message that is caused by below shows, the main components of this model are:
the elements of communica�on. • Sender,
If any of the elements change, the effect also changes. • Encoder,
What are the main elements of Lasswell’s • Channel,
communica�on model? • Decoder, and
Lasswell’s model aims to answer the following 5 • Receiver.
ques�ons regarding its elements:
1. Who created the message?
2. What did they say?
3. What channel did they use (TV, radio, blog)?
4. To whom did they say it?
5. What effect did it have on the receiver?
The answers to these ques�ons offer us the main
components of this model:
• Communicator,
• Message,
• Medium,
• Audience/Receiver, and
• Effect. Berlo’s S-M-C-R model of communica�on

Berlo’s model of communica�on was first defined by

David Berlo in his 1960 book The Process of
Communication.
This communica�on model is unique in the sense that
it gives a detailed account of the key elements in each
step.

What is Berlo’s S-M-C-R model of communica�on?

Simply put, Berlo’s S-M-C-R communica�on model is a
linear model of communica�on that suggests
communica�on is the transfer of informa�on between
The Shannon-Weaver model of communica�on 4 basic steps or key elements.
(Mother of All Model) What are the main elements of Berlo’s Berlo’s S-M-C-
R communica�on model?
As shown in Berlo’s S-M-C-R communica�on model because it sheds light on the difficult problem of
diagram below, these steps are the following: disconnec�ng to connect. By this I mean being able to
1. Source, disconnect from devices to connect with not just others
2. Message, but yourself. Below are 33 of the most important
3. Channel, and ideas/statements that I found to be extremely moving
4. Receiver. and eye-opening during Turkle’s address. As you watch
the clip, formulate your own opinions about the
subject mater, but also take the �me to analyze each
of these key points.
1. The idea that we would use what we learned in the
virtual world about ourselves/iden�ty to live beter
lives in the real world was the hope back in 1996
2. [Fast forward to current �mes] We’re le�ng it
[technology] take us places that we don’t want to go.
3. Our litle devices are so psychologically powerful that
they not only change what we do, they change who we
are.
4. Being together while not being together.
Lesson 2: Communication and Globalization 5. It maters because we are se�ng ourselves up for
trouble for how we relate to each other and ourselves,
In the Connected, but Alone Ted talk, Sherry Turkle self-reflec�on.
talks about how technology has a big influence on our 6. People want to customize their lives, be wherever
social interac�on at this day in age. The technological they want to be at all �mes, escape
world brings us together but also brings us apart from 7. Hiding from each other even when we’re connected
the real world. Sherry explains that many people who to each other
look for acceptance, companionship, and interac�on 8. Goldilocks Effect: not too close, not too far,…. just
mostly go to their phone in order to seek that right
interac�on with others. This is becoming a big problem 9. People are afraid of conversa�on because it’s in real
with our society because instead of relying on others �me and you can’t control what you say, you can’t
people are relying on their phones. In Sherry's speech edit/delete/retouch
she explains that when people need to be interac�ng 10. Human rela�onships are rich and messy and
socially they turn to their phones and do not give their demanding, and we clean them up with technology.
full aten�on to the other who are in the room or When we do, we sacrifice conversa�on for mere
environment at the �me. Friends, coworkers, and connec�on.
family members feel neglected and they don't receive 11. Sips DO NOT add up to a gulp. The small messages
the aten�on or interac�on they need. It is not too late don’t work for really ge�ng to know each other.
to change this behavior. The way we interact with 12. Siri will become more like a best friend, someone
people can be improved if we keep away from our who will listen when others won’t.
phones to "help" us with social interac�on. 13. “No one is listening to me”-very important in our
rela�onships with technology, why it’s so appealing, so
In a Sherry Turkle’s second Ted Talk, “Connected, But many automa�c listeners.
Alone”? she restated her view on technology and the 14. People experience pretend empathy as if it were
affect it has on our psychological state coupled with the the real thing.
concept of being alone. Turkle, a psychological 15. We expect more from technology, and less from
scien�st, suggest that these devices in our everyday each other.
lives have a psychological power to change what we do 16. Technology appeals to us most when we are most
and how we think. It allows us to achieve this Goldilock vulnerable.
affect she discusses, the idea that we can connect with 17. We’re lonely but we’re afraid of in�macy
others not too much, not too litle, but just right. 18. Designing technologies with the illusion of
Technology is so appealing she states because of three companionship without the debts of friendship.
reasons. It allows us to control where our aten�on is 19. 1) We can put our aten�on wherever we want it to
placed, we will always be heard and will never be alone. be 2) we will always be heard 3) we will never have to
The main goal of her study and lecture is not to get rid be alone.
of these devices but to generate a self-aware 20. Being alone feels like a problem that needs to be
rela�onship with technology, others and ourselves. solved.
Sherry Turkle’s theory on technology and how it is 21. I share therefore I am
destroying our ability to be alone is extremely useful 22. I want to have a feeling, I NEED to send a text
23. If we don’t have connec�on, we don’t feel ourselves dynamic concept that shapes our interac�ons and this
24. Se�ng ourselves up for isola�on is changing over �me. Moreover, each
25. Solitude is where you find yourself, so you can reach culture employs a par�cular language such as English
out to find other people and make a connec�on. being used by diverse cultures.
26. If we don’t teach our children how to be alone,
they’re only going to know how to be lonely. o Mul�cultural Communica�on
27. We are smiten with technology, and we are afraid
like young lovers that too much talking might ruin the ▪ This means that different cultures are living together
romance. without much
28. Time to talk. Develop a more self-aware interac�on. As such, this aims to include everyone,
rela�onship with them, with each other, and with promote
ourselves. tolerance, and help different cultures get along.
29. Start seeing solitude as a good thing.
30. Start seeing solitude as a good thing. We all need to o Cross-cultural Communica�on
learn to really listen to each other, inkling the boring
bits. ▪ This refers to the process of communica�ng and
31.When we stumble we reveal ourselves to each interac�ng with
other. people from different cultural backgrounds. This
32. Our fantasies of subs�tu�on have cost us. involves
33. Focus on the many ways technology can lead us understanding different cultural norms, values, and
back to our real lives our own bodies our own lives our beliefs, and
own communi�es, poli�cs, planet. They all need us. adap�ng to one’s communica�on style and behavior to
effec�vely
That’s some heavy stuff isn’t it? Have you ever looked engage with people from diverse backgrounds.
at communica�on and our modes of transferring it this
way? Too o�en we let our emo�ons disconnect us from o Intercultural Communica�on
the founda�ons of rela�onships in trade for any
connec�ons. In par�cular, my favorite parts of her ▪ It is a symbolic, interpreta�ve, transac�onal,
speech was when she stated that “solitude is where contextual process in
you find yourself”, and that “we are smiten with which people from different cultures create shared
technology, and we are afraid like young lovers that too meanings.
much talking might ruin the romance”. I personally love (Lus�g & Koester, 2007:46)
my alone �me, but I never realized un�l today what an ▪ Intercultural communica�on refers to the effects on
impact your alone �me had on your well-being. I think communica�on
that our genera�on is so focused on and driven by behavior, when different cultures interact together.
no�fica�ons, messages, heavy communica�on, and Hence, one way
constant confirma�on that we are not alone, that we of viewing intercultural communica�on is as
are afraid to be alone. We don’t know how to deal with communica�on that
silence when all day every day we are constantly unfolds in symbolic intercultural spaces. (Arasaratnam,
bombarded with buzzing noises, email no�fica�ons, 2013:48)
and lit up screens whenever we receive something
new. In reality, our rela�onship with technology really FORMS of Intercultural Communica�on
is like a roman�c one. We need constant affirma�on
and aten�on, which is pulling us away from solid a) Interracial Communica�on – communica�ng with
rela�onships in the stance of Turkle. I definitely agree different people from different race
in most part with her, though I do have some of my own b) Interethnic Communica�on – interac�ng with
reserva�ons about the ways technology aids or doesn’t people with different ethnic origin
aid in the healthy benefit of rela�onships of all kinds. c) Interna�onal Communica�on – communica�ng
between representa�ves from different na�ons
d) Intracultural Communica�on – interac�ng with
members of the same racial or ethnic group or co-
culture.

Lesson 3: Communication in Multicultural Settings According to Gamble and Gamble (2008),

communication style among cultures can be:
Culture entails a set of values, prac�ces, and beliefs
shared by a group of people. It is a
✓ High Context Communica�on – This tradi�on-linked are always or never used depending on the situa�on.
communica�on system adheres to being indirect. They Ex. A speech delivered by Cady Stanton (1892)
are based on body language, tone, and overall context. 3. Consulta�ve
✓ Low Context Communica�on – This is a system that o It is a standard form of communica�on. The formal
works on a straigh�orward communica�on. This relies and societal expecta�ons accompany the users of the
on explicit verbal communica�on. speech. This register can be described as two-way
par�cipa�on. Hand movements and body language are
How to Improve Intercultural Communicative o�en used to convey meaning. Ex. A conversation
Competence? between a patient and a doctor during a medical
These are the guidelines to enhance your ability to consultation.
communicate effec�vely across cultures (Gamble and 4. Casual/Informal
Gamble 2008) o Informal language, idioms, ellipsis, and slang are
1. Recognize the validity and differences of common in this register. No background informa�on is
communica�on styles among people. provided and general word choice and conversa�on are
2. Learn to eliminate personal biases and prejudices. dependent upon non-verbal assists. The focus of the
3. Strive to acquire communica�on skills necessary in story is characteriza�on. Ex. A casual conversation
mul�cultural world. between two close friends involving the use of emojis,
abbreviations, and slang.
Cultural Awareness 5. In�mate
• This pertains to the awareness that there are mul�ple o This communica�on is private. It is reserved for close
cultures – based on religion, ethnicity, na�onality, family members or in�mate rela�ons. It is non-public
religion, and other factors that have different a�tude and the intona�on is as crucial as the dic�on and
and outlook. grammar used in the communica�on process. Ex. A
dialogue between a husband and a wife.
Cultural Sensi�vity
• This refers to the set of skills that allows an individual Variety of Language
to learn about and understand people whose cultural
background is not the same with everybody else. Varie�es of language develop for a number of reasons.
Differences are seen as a posi�ve thing and don’t It is important to consider that lects differ from
consider one culture beter or worse, right or wrong. standard English.

Lesson 4: Varieties and Registers of Spoken and In sociolinguis�cs, language variety – also called as lect
Written Language is a general term for any dis�nc�ve form of language or
linguis�c expression.
Lin (2016) presents the following nature of language
varia�on as prescribed by most linguists based on the
ideas of Mahboob (2014).
1. Language varies when communica�ng with people
within (local) and outside (global) our community.
2. Language varies in speaking and wri�ng.
3.Language varies in everyday and specialized
discourses.

TYPES of Language Register

1. Frozen
o This style of communica�on rarely or never changes. Dialect
It is “frozen” in �me and content. This is used for official
business and educa�onal language which features • Derived from the Greek words dia (across,
complete sentences and specific word choice which between) and legein (speak)
o�en contains archaisms. Ex: Preamble of the 1987 • This is a regional or social variety of a language
Constitution dis�nguished by pronuncia�on, grammar, and
2. Formal/Academic vocabulary.
o This language is used in formal se�ng and is one-way. • Eight major dialects in the country include
This usually follows a commonly accepted format. Bikol, Cebuano, Hiligaynon (Ilonggo), Ilocano,
Word selec�on is more sophis�cated and certain words Kapampangan, Pangasinan, Tagalog, and
Waray.
 • need to communicate but don’t share a
common language.
• There is no na�ve speaker in this language.
This has very basic grammar and limited
vocabulary.
• Example: “I sabi” – I understand/I know; “I no
get” – I don’t have/ I don’t understand
Register Creole
• This is defined as a pidgin that has become the
• It is defined as the way a speaker uses language first language of a new genera�on of speakers.
differently in different circumstances. • Examples of this include “Manglish” Malaysian
• They are determined by several factors which and English, “Singlish” Singapore and English,
include social occasion, context, purpose, and and “Taglish” Tagalog and English.
audience. • Creole has complex and full grammar and is
• This are used in all forms of communica�on – more extended.
writen, spoken, and signed.
Lesson 5: Evaluation Texts and images in Multicultural
Jargon Contexts

• It refers to a specialized language of a Today, evalua�ng texts and/or images is essen�al

professional or occupa�onal group. This is because of the prolifera�on of informa�on resources
o�en meaningless to outsiders. and rapid technological change. As you have no�ced,
• It is considered a faux method of crea�ng a sort you are always confronted with a diverse wealth of
of dialect that only those in the inside group informa�on for personal, academic, or professional use
can understand. that can be accessed in mul�cultural se�ngs.

• MIA – military jargon which describes With the advent of a digital environment or the
someone who may have been lost in the batle Internet, most of the informa�on is unfiltered making
• AWOL – describe a person whose whereabouts its authen�city, validity, and reliability ques�onable.
is unknown The abundance of informa�on from various media,
• Hard copy – a term in business, educa�on, and namely short message service, electronic mail, social
other fields pertaining to a physical printout media, print and electronic journals, periodicals, and
• Cache – in compu�ng, this refers to a place for adver�sements also poses a challenge for you in terms
a short-term memory storage of evalua�ng and understanding it fully.
• Dark horse – originally a poli�cal term for an
underes�mated person who is unlikely to As a competent communicator, you should be able to
succeed but then does evaluate, manage, and use informa�on effec�vely to
enhance your message, improve your recep�ve skills
TYPES OF LECTS such as listening, reading, and viewing skills, and
accomplish a specific purpose. One best way to
• Regional Dialect evaluate messages and images is through cri�cal
• Sociolect reading.
• Ethnolect
• Idiolect CRITICAL READING
As one of the categories of reading skills along with
Regional Dialect -A variety spoken in a par�cular rapid reading, previewing, literal reading and
region. inferen�al reading, cri�cal reading involves studying
Sociolect - Also known as a social dialect, this is used and evalua�ng the text closely in terms of relevance,
by a socioeconomic class, a profession, an age group, validity, and logic.
or any social group. The goal of cri�cal reading is to examine not only what
Ethnolect - A lect spoken by a specific ethnic group. message is conveyed but also how the message is
Idiolect - This is the language or languages spoken by conveyed as well as its purpose, target audience, and
each individual. other ways of presen�ng it. Essen�ally, cri�cal reading
Pidgin requires you to be an inves�gator and “break down” a
• This is a new language which develops in text to appreciate and understand it beter.
situa�ons where speakers of different
languages QUALITIES OF A CRITICAL READER
A cri�cal reader… • What is the image?
• annotates the text by wri�ng • What is the purpose of the
or using s�cky notes. message?
• determines and analyzes the • What are the facts or figures
organiza�onal patern (compare- that support the message?
contrast, cause effect, descrip�on, • How is the message conveyed
narra�on, defini�on, or persuasion) of by the text?
the text. • What is the tone of the text?
• asks cri�cal ques�ons that • What words contribute to
promote analysis, synthesis, and frame the message of the text?
evalua�on of a text. • How do you think the
• considers the cultural and audience might be affected the way
historical background of the text or the text is writen?
image. Audience
• dis�nguishes facts from • Who is the target audience?
opinions. • What informa�on is provided
• evaluates the author’s that give you the idea about the target
credibility by checking in his/her audience of the text?
creden�als or academic and scholarly Author
background. • Who is the author?
• evaluates the source of the • What are the creden�als of
text and image. the author?
• looks beyond the text or ideas • What is the author’s purpose
that are not explicitly stated. of wri�ng (informa�onal, persuasive,
• makes inferences about the or entertainment?)
text or images and the author’s ideas, • What is/are the author’s major
biases, claims, agenda, or views. idea/s?
• assesses the usefulness and
relevance of the text by previewing or GUIDE QUESTIONS IN EVALUATING IMAGES
reading the �tles, table of contexts,
summaries and abstracts,
introduc�ons, conclusions, headings,
and subheadings.
• reads with specific ques�on in
mind that he/she wants the text or
image to answer.
• reads with an open mind.

GENERAL GUIDE QUESTIONS IN EVALUATING A TEXT

Source
• What is the source?
• When was the text published?
• Are there �tles or headers,
table of contents, summaries and
abstracts, introduc�ons, conclusions,
headings, and subheadings in the
source? Is the source useful? Is the
source relevant? Is the source reliable?
Context
• What is the context of the
text?
• What pieces of informa�on
are given that provide the context of
the text?
Contents
Lesson 6: Principles and Types of Speeches • Memorized- This is fully prepared in advance
and the speaker does not use any notes.
PUBLIC Speaking He/she can fully face their audience and make
lots of eye contact.
• This is the art of conveying to an audience • Impromptu- There is litle to no prepara�on.
through oral presenta�on. You may or many not be given a few minutes to
• The purpose or inten�on of public speaking organize your speech.
varies and can include informing, mo�va�ng, • Extemporaneous - Speakers prepare some
celebra�ng, entertaining, and persuading. notes in advance that help trigger their
• This involves a presenter and an audience. memory of what they planned to say.

ELEMENTS OF PUBLIC SPEAKING HOW TO SPEAK WITH CONFIDENCE

1. The Speaker 1. Prepara�on and Organiza�on

2. The Message 2. Posi�ve Mental Imagery
3. The Audience 3. Managing Nerves
4. The Channel 4. Pausing
5. The Effects 5. Prac�ce
6. Confident body language
FRAMING A SPEECH 7. Speak slowly
8. Connect with the audience from the start
Introduc�on- Should grab the audience’s aten�on and 9. Focus on your message
introduce your topic. 10. Be prepared for mistakes

This can be done by:

1. Humor
2. Quota�on
3. Ques�on
4. Song
5. Statement
Body- Should present your main points in a logical
order and support it with evidence.

1. Elaborate the subject

2. Division of the subject
3. Emphasize the changes
4. Give relevant examples to support your
stand
Conclusion- Summarize the main points and leave a
final thought.

1. Restate the subject

2. Summarize the key points
3. Give a statement of conclusion

METHODS of Speech Delivery

There are four basic methods of speech delivery.

• Manuscript- The speaker writes down every

word they will speak during the speech. When
they deliver the speech, they have each word
planned out in front of them.