Republic of the Philippines

Province of Cebu
City of Talisay
TALISAY CITY COLLEGE
Población, Talisay City, Cebu
2nd Semester A.Y. 2021 – 2022

GE Com 5: Purposive Communication

Module Writer/
GUIA MARIE S. CASTAÑARES Department LANGUAGES
Reviewer
Course Facilitator DHERNELYN B. COSTARDO, LPT Contact No. 0967 422
5886
Curricular Yr. & Credit Units 3
Sec.
Purposive Communication is a three-unit course that develops
students' communicative competence and enhances their cultural and
intercultural awareness through multimodal tasks that provide them
opportunities for communicating effectively and appropriately to a
multicultural audience in a local or global context. It equips students with
Course tools for critical evaluation for a variety of texts and focuses on the
Description power of the language and the impact of images to emphasize the
importance of conveying messages responsibly. Thus, their gains from
this course enable them to become proficient in their chosen disciplines
and careers as they compose effective oral, written, audio-visual outputs
for various purposes imbibing and manifesting the core values of the
institution.
Present a Research Topic Proposal on a probable research study
with the following contents:
 Title
Culminating  Rationale
Outcome
 Problems
 Significance of the Study
 Scope and Limitations of the study
Write a short essay of a recent issue we are facing, expressing a deep
Prelim Unit call for everyone to take action;
Outcome Make a campaign ad of your choice featuring useful content for public
consumption
Student’s Name Curricular Yr. &
Sec.
Contact No.
Time Allotment 9 hours
E-mail Address
Residence Inclusive Date/s
UNDERSTANDING 21st CENTURY
Course Material 1:
COMMUNICATION
CONTENT LEARNING OBJECTIVES
I. Communication At the end of this course material, you will …
Processes, Principles,  Explain and discuss the principles of communication and the
and Ethics ethical considerations in communication
 Elucidate how communication skills help resolve problems,
II. Local and global
better understand new concepts, and aid in your profession
Communication in
 Write a position paper about communication challenges in a
Multicultural Settings
global atmosphere and methods for effective and ethical
global communication
 Cite concrete examples on how to enhance one’s ability to
communicate with people from diverse cultures
ENGAGE

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 As you begin exploring this
module, try to make a word web, showing the
similar terms associated with communication.
So, by the end of this module, you will be able
to expound the concept on how did the
COMMUNI
CATION
principles of effective communication
eliminate the barriers in the course of a
conversation in a diverse and multicultural
settings and the role of the basic ethics in
communication. To start up your exploration,
fill in the circles of synonyms to the word
communication.

EXPLORE
I. Communication Processes, Principles, and Ethics
Oral Communication
Oral communication implies communication through mouth. It includes individuals
conversing with each other, be it direct conversation or telephonic conversation. Speeches,
presentations, discussions are all forms of oral communication. Oral communication is
generally recommended when the communication matter is of temporary kind or where a
direct interaction is required. Face to face communication (meetings, lectures, conferences,
interviews, etc.) is significant so as to build a rapport and trust.

Written Communication
Written communication has great significance in today’s business world. It is an
innovative activity of the mind. Effective written communication is essential for preparing
worthy promotional materials for business development. Speech came before writing. But
writing is more unique and formal than speech. Effective writing involves careful choice of
words, their organization in correct order in sentences formation as well as cohesive
composition of sentences. Also, writing is more valid and reliable than speech. But while
speech is spontaneous, writing causes delay and takes time as feedback is not immediate.

Components of Communication Process

Communication is a process of exchanging verbal and non-verbal messages. It is a
continuous process. Pre-requisite of communication is a message. This message must be
conveyed through some medium to the recipient. It is essential that this message must be
understood by the recipient in same terms as intended by the sender. He must respond
within a time frame. Thus, communication is a two-way process and is incomplete without a
feedback from the recipient to the sender on how well the message is understood by him.

The main components of communication process are as follows:

1. Context - Communication is affected by the context in which it takes place. This
context may be physical, social, chronological or cultural. Every communication
proceeds with context. The sender chooses the message to communicate within a
context.
2. Sender / Encoder - Sender / Encoder is a person who sends the message. A sender
makes use of symbols (words or graphic or visual aids) to convey the message and
produce the required response. Sender may be an individual or a group or an
organization. The views, background, approach, skills, competencies, and knowledge of
the sender have a great impact on the message. The verbal and non-verbal symbols
chosen are essential in ascertaining interpretation of the message by the recipient in
the same terms as intended by the sender.
3. Message - Message is a key idea that the sender wants to communicate. It is a sign
that elicits the response of recipient. Communication process begins with deciding
about the message to be conveyed. It must be ensured that the main objective of the
message is clear.
4. Medium - Medium is a means used to exchange / transmit the message. The sender
must choose an appropriate medium otherwise known as channel for transmitting the
message else the message might not be conveyed to the desired recipients. The
choice of appropriate medium of communication is essential for making the message
effective and correctly interpreted by the recipient. This choice of communication
medium varies depending upon the features of communication.

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 5. Recipient / Decoder - Recipient / Decoder is a person for whom the message is
intended / aimed / targeted. The degree to which the decoder understands the
message is dependent upon various factors such as knowledge of recipient, their
responsiveness to the message, and the reliance of encoder on decoder.
6. Feedback - Feedback is the main component of communication process as it permits
the sender to analyze the efficacy of the message. It helps the sender in confirming the
correct interpretation of message by the decoder. Feedback may be verbal (through
words) or non-verbal (in form of smiles, sighs, etc.). It may take written form also like
memos, reports, etc.
Barriers to Effective Communication
There are many reasons why interpersonal communications may fail. In many
communications, the message (what is said) may not be received exactly the way the sender
intended. It is, therefore, important that the communicator seeks feedback to check that their
message is clearly understood.

The skills of Active Listening, Clarification and Reflection may help but the skilled
communicator also needs to be aware of the barriers to effective communication and how to
avoid or overcome them.

There are many barriers to

communication and these may occur at any stage in
the communication process. Barriers may lead to
your message becoming distorted and you therefore
risk wasting both time and/or money by causing
confusion and misunderstanding. Effective
communication involves overcoming these barriers
and conveying a clear and concise message.

Categorization of Barriers to
Communication
Language Barriers
Language and linguistic ability may act
as a barrier to communication. However, even when
communicating in the same language, the terminology used in a message may act as a
barrier if it is not fully understood by the receiver/s. For example, a message that includes a
lot of specialist jargon and abbreviations will not be understood by a receiver who is not
familiar with the terminology used. Regional colloquialisms and expressions may be
misinterpreted or even considered offensive.

Psychological Barriers
The psychological state of the communicators will influence how the message is
sent, received and perceived.
For example: If someone is stressed he/she may be preoccupied by personal concerns and
not as receptive to the message as if they were not stressed. Stress management is an
important personal skill that affects our interpersonal relationships

Anger is another example of a psychological barrier to communication. When we

are angry it is easy to say things that we may later regret, and also to misinterpret what
others are saying.

More generally people with low self-esteem may be less assertive and therefore
may not feel comfortable communicating - they may feel shy or embarrassed about saying
how they really feel, or read unintended negative sub-texts in messages they hear.

Physiological Barriers
Physiological barriers to communication may result from the receiver’s physical
state. For example, a receiver with reduced hearing may not fully grasp the content of a
spoken conversation especially if there is significant background noise.

Physical Barriers
An example of a physical barrier to communication is geographic distance
between the sender and receiver(s). Communication is generally easier over shorter
distances as more communication channels are available and less technology is required. The

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ideal communication is face-to-face.

Although modern technology often helps to reduce the impact of physical

barriers, the advantages and disadvantages of each communication channel should be
understood so that an appropriate channel can be used to overcome the physical barriers.

Systematic Barriers
Systematic barriers to communication may exist in structures and organizations
where there are inefficient or inappropriate information systems and communication
channels, or where there is a lack of understanding of the roles and responsibilities for
communication. In such organizations, people may be unclear of their role in the
communication process and therefore not know what is expected of them.

Attitudinal Barriers
Attitudinal barriers are behaviors or perceptions that prevent people from
communicating effectively. Attitudinal barriers to communication may result from personality
conflicts, poor management, resistance to change or a lack of motivation. To be an effective
receiver of messages you should attempt to overcome your own attitudinal barriers to help
ensure more effective communication.

The 9 Cs of Effective Communication

Effective Communication means to know what the basic principles of “effective
communication”. These principles focus on listening speaking, reading and writing; They
focus on the reader/audience; These principles tell us how a message can become effective
for the target group; and These principles also tell about the style and the importance of the
message.
These principles are as follows:
1. Correctness 2. Conciseness 3. Clarity
4. Completeness 5. Concreteness 6. Consideration
7. Courtesy 8. Confidence 9. Conversational tone

1. Correctness: To be correct in communication the following principles should be borne in

mind:
a. Use the correct level of language.
b. Include only accurate facts, words and figures
c. Maintain acceptable writing mechanics.
d. Apply the following qualities:
i. Avoid switching from third person to second or first person. If you are writing in the third
person don’t
use I, me, we, us & you.
ii. There should be proper grammar, punctuation, spelling and paragraphing.

2. Conciseness: Business executives are dead busy. They don’t have time to go through
unnecessarily lengthy messages. The writer is also the loser if he writes wordy messages,
because it involves more time and money to type and read. Conciseness makes the message
more understandable and comprehensible. To achieve conciseness, the following guidelines
will help you.
a. Omit hackneyed expressions and clichés.
b. Avoid unnecessary repetition and wordy expressions.
c. Include only relevant facts.
d. Organize the message efficiently and logically (with logical reasoning).
In business, less in more but conciseness should not be accomplished at the cost of
completeness.

3. Clarity: Clarity demands that the business message should be correct, concise, complete,
concrete and with consideration. To accomplish these, observe the following:
a. Avoid Clichés like; “I beg to state’, ‘please find enclosed herewith’, or ‘thanking you
in anticipation’.
b. Proper punctuation makes the communication clear.
c. Insert examples, illustrations, tables, graphs and other visual aids, if necessary.
Make the message
readable and understandable.
d. Make correct sentences and divide the message in properly sized paragraphs.
e. Use correct pronunciation
f. Choose pithy, short, familiar and a conversational words
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4. Completeness: The message should be complete to bring desirable results. It should
include everything the reader wants or needs. We should be able to know the reader’s
background, viewpoints, needs, attitudes and emotions to determine the extent of
information to be included in the message.

The following are the guidelines for completeness.

1. The message should answer all the questions in the order they were asked.
2. Give some additional information, if it’s important to the audience.
3. Ensure that you answer 5 W’s and 1 H as follows: Who, What, Where, When, Why &
How

5. Concreteness: Business writing should be specific, definite, unambiguous and vivid

rather than vague & general. The following guidelines lead to concreteness.
1. Use specific facts and figures. Avoid words like good, bad, few, quick, soon etc.
2. Use action verbs. You can accomplish it by using active voice.
3. The message should have vivid and image building words. To achieve these, make
comparisons and
use figurative language and concrete words.

6. Consideration refers to your attitude, empathy, the human touch and understanding of
human nature. Consideration means to construct the message keeping the receiver in mind.
You should try to visualize your readers, their desires, problems, emotions, circumstances
and possible reactions to your request. Consideration can be achieved through the following:
level of education, age, interests, ethnic group (some cases maybe).

7. Courtesy refers the vital quality not only in communication but characters too. This goes
hand in hand with humility and mannerism. It builds goodwill and involves being polite in
terms of approach and manner of addressing an individual.

8. Confidence allows you to speak concisely and with clarity. Professionals who
communicate with confidence can convey what they want to their clients and co-workers in a
clear and efficient manner.

9. Conversational Tone: It is important how you say a thing. Your letter should read as if
you are talking to the reader. The tone should be comfortable, natural, conversational,
unpretentious and inconspicuous. Business letters are not scholarly dissertations.
Conversational tone makes the writer emphatic. You should avoid legalese and business
jargons.
To accomplish a conversational tone:
i. Vary your words.
ii. Adjust the level of formality according to your audience (How
frank/free/formal/casual or informal should
you be?)
iii. Use proper grammar.
iv. Be direct
v. Keep the sentences and paragraphs small.
vi. Avoid vague expressions

10 Basics of Ethical Communication

Ethics is a branch of philosophy that focuses on issues of right and wrong in
human affairs. These basics as ideals — ideals, in the sense that we all fall short of meeting
these at some times, and yet we can continue to improve. One of the goals of belonging to an
Ethical Society is to get support for learning to live more in accord with the ideals.

Ten 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 thou”).
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.
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 9. Avoid interrupting and side conversations.
10.Make sure that everyone has time to speak, that all members have relatively equal “air
time” if they want it.

II. Local and Global Communication in Multicultural Settings

(Wakat, G. et. al., 2018)
What is Culture?
Culture isn’t only intellectual happenings like arts, festivals, traditional foods,
heritages or literature, but refers to the daily lifestyle of the general population or a group of
people or an individual. It also describes the family life and social life.
It can be tangible or intangible and are ever-changing. Culture is created by
humans and can be different from place to place. It creates a human environment with
shared meanings within a society through beliefs, values, norms, etc. and are a learned
behavior.

Culture defines how a person behaves, interacts and gives meaning to actions.
People identify themselves with their culture and tend to behave differently in different
cultures. This is due to the different perception of people, on the world, from different
cultures.

Intercultural communication is an important factor in today’s globalized world.

People travel and they need to communicate, in most cases, it’s out of one’s culture.

Culture is combining with each other gradually. Sharing information with people
belonging to different cultures is known as intercultural communication or cross-cultural
communication.

People who have to deal with other cultures, face a problem of intercultural
communication. Even though they take language classes and learn to speak local languages
fluently, intercultural communication isn’t just that. Its one’s understanding of the culture, the
social interactions, and cultural accommodation. People who have to deal with other cultures,
face a problem of intercultural communication. Even though they take language classes and
learn to speak local languages fluently, intercultural communication isn’t just that. Its one’s
understanding of the culture, the social interactions, and cultural accommodation.

III. Bilingualism
What is known about bilingualism?
Bilingualism is the ability of an individual or the members of a community to use
two languages effectively. On the other hand, Monolingualism refers to the ability to use a
single language. The ability to use multiple languages is known as multilingualism.

A bilingual person is someone who speaks two languages. A person who

speaks more than two languages is called ‘multilingual’ (although
the term ‘bilingualism’ can be used for both
situations). It’s possible for a person to know and
use three, four, or even more languages fluently.

To put it simply, bilingualism is the

ability to use two languages. Others may be
proficient in reading in two or more languages (or
bi-literate). A person may be bilingual by virtue of
having grown up learning and using two languages
simultaneously (simultaneous bilingualism).

More than half of the world's population is bilingual

or multilingual: "56% of Europeans are bilingual, while 38% of the population in Great Britain,
35% in Canada, and 17% in the United States are bilingual," per statistics referenced in
"Multicultural America: A Multimedia Encyclopedia."
A discussion of bilingualism and second language learning distinguishes three
types of bilingualism, namely, compound, coordinate, and sub-coordinate. A compound
bilingual is an individual who learns two languages in the same environment so that he/she
acquires one notion with two verbal expressions. A coordinate bilingual acquires the two
languages in different contexts (e.g., home and school), so the words of the two languages
belong to separate and independent systems. In a sub-coordinate bilingual, one language
dominates. As illustration, language development is examined in case studies of the following
Italian/English bilingual children in Italy: (1) a two-year-old whose Italian father uses both
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languages and whose English mother uses mostly English; (2) two sisters aged five and nine
whose parents are Italian but who have always attended English-language schools; and (3)
two Italian teenage boys whose mother has always spoken English to them and who have
always attended English-language schools. The successes and problems faced by the children
and their parents in developing bilingualism are discussed. It is concluded that in addition to
biological predisposition, motivation and context play a significant role in bilingual
development, and that overall, the bilingual experience is enriching. (MSE)

What are the effects of being bilingual? Here are 10 benefits of being bilingual:
a. Increase brain power.
b. It can give children an academic advantage.
c. Increase awareness of other cultures.
d. Make travel easier and more enjoyable.
e. Improve competitiveness in the job market.
f. Find it easier to learn a third language.
g. You can better raise your kids bilingual.

Bilingualism as the Norm

According to "The Handbook of Bilingualism," "Bilingualism—more generally,
multilingualism—is a major fact of life in the world today. To begin with, the world's estimated
5,000 languages are spoken in the world's 200 sovereign states (or 25 languages per state),
so that communication among the citizens of many of the world's countries clearly requires
extensive bi- (if not multi-) lingualism. In fact, [British linquist] David Crystal (1997) estimates
that two-thirds of the world's children grow up in a bilingual environment. Considering only
bilingualism involving English, the statistics that Crystal has gathered indicate that, of the
approximately 570 million people worldwide who speak English, over 41 percent or 235
million are bilingual in English and some other language. One must conclude that, far from
being exceptional, as many lay people believe, bilingualism or multilingualism—which, of
course, goes hand in hand with multiculturalism in many cases—is currently the rule
throughout the world and will become increasingly so in the future."
Foreign Language Instruction in the U.S.
According to language research consultant Ingrid Pufahl, "For decades, U.S.
policymakers, business leaders, educators, and research organizations have decried our
students’ lack of foreign language skills and called for better language instruction. Yet,
despite these calls for action, we have fallen further behind the rest of the world in preparing
our students to communicate effectively in languages other than English.
"I believe the main reason for this disparity is that foreign languages are treated by our public
education system as less important than math, science, and English. In contrast, E.U.
governments expect their citizens to become fluent in at least two languages plus their native
tongue. Foreign language instruction in the U.S. is frequently considered a 'luxury,' a subject
taught to college-bound students, more frequently in affluent than poor school districts, and
readily cut when math or reading test scores drop or budget cuts loom."
What is Intercultural communication?
Intercultural communication is the study and application of knowledge on “cultural
perceptions and symbol systems” of people belonging to different cultures.

The intended meaning of any message differs when encoded by a person of a

certain culture and decoded by someone of the other. The different meanings of symbols in
different culture also vary making the interpretation difficult.

While applying inter-cultural communication, it refers to making people aware

and able to adopt others’ cultures when they communicate with them and thus have a
meaningful communication.

Forms of Intercultural Communication

Intercultural communication refers to the communication between people from
two different cultures. Intercultural communication is a symbolic, interpretive, transactional,
contextual process in which people from different cultures create shared meanings.

1.) Interracial Communication

A genre of communication study that embraces the interactions between people
representing the different historical races. It encompasses the encounters between people in
a practical sense – the ordinary engagement of human beings from various racial, cultural,
linguistic, and ethnic backgrounds with each other in the quite human activity of social
interaction.

Interethnic Communication
Can be envisaged as a specific type of intergroup communication (Giles & Mass,
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2016), in which people relate to each other primarily based on their ethnic membership.
Members of the ethnic group see themselves as sharing cultural traditions and history that
distinguish them from other groups.

2.) International Communication (also referred to as the study of global communication or

transnational communication)
Is the communication practice that occurs across international borders. The need
for international communication was due to the increasing effects and influence of
globalization

3.) Intracultural Communication

Is a meaningful exchange between members of the same social group or groups
with similar cultural properties.

LEARNING CHECK √
In this times of pandemic where face-to-face classes is strictly prohibited,
how do you think your being monolingual can be improved and enhanced? Cite
possible ways to concretize it.
Supplementary Readings:
Barriers to Effective Communication (n.d.). https://www.skillsyouneed.com/ips/barriers-communication.html
Brooks, J. L. (Director). (2004). Spanglish. {Film} Columbia Pictures.
Components of Communication Process. https://www.managementstudyguide.com/written-
communication.htm
Maharjan, P. Intercultural Communication in Businesstopia (2018).
https://www.businesstopia.net/communication/intercultural-communication.

KNOWLEDGE-BUILDNG
Assessment Identifying the disturbing barriers
Task 1
Instructions Read each of the given items comprehensively and be able to give
concrete examples of the given barriers. Give at least two (2)
scenarios for each item.
Basis for Rating 2 pts. for every correct answer Your ______
Rating/ 24 pts.
Total
Points
A. Identify the possible communication scenarios that depict of the given
communication barriers.
1. Language barriers
__________________________________________
_____________________________________________
2. Psychological Barriers
__________________________________________
_____________________________________________
3. Physiological Barriers
__________________________________________
_____________________________________________
4. Physical Barriers
__________________________________________
_____________________________________________
5. Systematic Barriers
__________________________________________
_____________________________________________
6. Attitudinal Barriers
__________________________________________
_____________________________________________

CRITICAL THINKING
Assessment Applying Concepts and Evaluating the Impacts of
Task 2 Communication
Instructions Read carefully the given items and be able to discuss your answer
ASSESS

succinctly and concisely.

Help Guide  Citing practical ways to apply concepts/skills in communication
 Discussing thoroughly one’s in depth understanding
 Evaluating ways to effectively communicate
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  Differentiating concepts of communication
Basis for Rating Criteria for Rating every item in this part:
Content – 7 pts. Your _________
Syntax/Correct Grammatical Structures – 5 pts. Rating/ 45 pts.
Mechanics/Punctuations - 3 pts. Total
Points
1.) Which among the barriers of communication commonly causes the
miscommunication? Rank according to your own judgment your top 5 most prevalent
barriers.
2.) Cite situations where being multilingual is of great use and importance? Give at least
three actual scenarios and elaborate each.
3.) How can communication and multilingualism, contribute to the creation of a truly
global society?

CREATING
Assessment Movie Analysis
Task 3
Instructions Students will be asked to search for and watch a movie featuring any
of the featured communication barrier. Then, write the synopsis of the
movie followed by your own critique based on the given aspects found
under the rubrics.
The last part of this activity is a one paragraph insights about the
movie. State at least three to five scenes that struck you most and
why. Also on the last part of your essay, share your inferences if you
were to end the movie, how would you like it to be.
Help Guide To better help you answer this part, be mindful of the following:
Analyze carefully the salient parts of the movie
Criticize it constructively thru its elements
Evaluate fairly the salient information depicted in the film
Relate the embedded values to real- life actuations as cited in your
critique
Basis for Rating Rubrics for a Movie Critique and Personal Your ______
Essay Rating / 100
Total pts.
Points
Rubrics for a Movie Critique:
Excellent 9 – 10 pts. Good 7 – 8 pts. Satisfactory 5 – 6 pts. Needs Improvement 3 – 4 pts.
Lead Fabulous opening sentence that attracts Adequate opening sentence that Satisfactory opening sentences Poor opening sentence – the reader
readers’ interest and establishes the gives the reader some indication is used that gives the reader an is left wondering how you feel about
tone of the review. of your opinion. idea of your thoughts. the film.
Performers Mentions key performers and roles they Mentions key performers or their Fails to mention some of the Fails to mention significant actors or
play roles. performers and their roles. characters by name.
Plot Summary Provides a succinct plot synopsis Provides an overly detailed plot Plot provides some details Provides so much information about
without divulging too much about the synopsis that does not quite give about the film but do not cause the plot that the film is ruined for
film. the reader enough information. good impact to the reader at the viewer, or gives almost no
all. information about the film.
Uses Examples from the Provides relevant examples/illustrations Provides some examples of Barely uses examples or some Includes no examples of action or
film from the film to back-up the reviewer’s action/dialogue from the film that scenes from the film supporting dialogue from the film.
opinion about the film’s effectiveness. supports the opinion. the opinion.
The opinion Makes a provable case for the film’s Voices an opinion but does not Mentions a few of his opinion Has virtually no opinion about the
merit and analyzes what worked and did explain in depth why does things but not totally related to the film or has an opinion that is not
not work I the film. in the film worked or didn’t. film viewed. backed up by any examples from
the film.
Details You give a lot of details about the You give some details about the You use some examples from You don’t use a lot examples, but
movie. You use a lot of examples from movie. You use some examples to the movie to emphasize your you do reference the movie in your
the movie to emphasize your point. emphasize your point. point. support.
Focus Your entire paper is about the movie. Your entire paper is about the Your opinion is obvious but you Your opinion might not be obvious.
You have one opinion and you stick to it. movie. You have one opinion and might reference other stuff You basically just tell me what the
Everything is related to your opinion. you mostly stick to it. (other movies, actors, etc.) movie is about. You miss the point
of the paper.
Spelling/Grammar Makes virtually no Makes 3 – 4 More than 4 or 5 grammar Multiple writing errors.
spelling/grammar/punctuation errors. grammar/spelling/punctuation and/or spelling mistakes are
errors. observed but other sentences
are structured correctly.
Inspired word Chooses interesting appropriate words Used appropriate word choice but Diction is not good enough that Inappropriate word choices, poorly
choice/writing fluency and well-constructed sentences and may have a few poorly may enhance better constructed sentences or
paragraphs. constructed sentences. understanding of the film. paragraphs.
Legible Writing quality The output is done/written legibly and The output is done/written The output is done/written fair The output is poorly done/written.
with outmost quality. averagely good. enough that it can still be read.

Rubrics for the essay:

AREAS TO 20 / EXCELLENT 16 / VERY GOOD 12 / AVERAGE 8 / NEEDS
4 / UNACCEPTABLE
BE RATED IMPROVEMENT
Ideas This paper is clear and This paper is mostly The writer is beginning to Topic is not well-defined As yet, the paper has no clear sense
focused. It holds the reader's focused, and has some define the topic, even and/or there are too many of purpose or central theme. To
attention. Relevant details good details and quotes. though development is still topics. extract meaning from the text, the
and quotes enrich the central basic or general. reader must make inferences based
theme. on sketchy or missing details.
Organizatio The organization enhances Paper (and paragraphs) The organizational Sentences within The writing lacks a clear sense of
n and showcases the central are mostly organized, in structure is strong enough paragraphs make sense, direction. Ideas, details, or events
idea or theme. The order, order, and makes sense to move the reader through but the order of paragraphs seem strung together in a loose or
structure of information is to the reader. the text without too much does not. random fashion; there is no
compelling and moves the confusion. identifiable internal structure.
reader through the text.

Sentence The writing has an easy flow, The writing mostly flows, The text hums along with a The text seems choppy and The reader has to practice quite a
Fluency rhythm, and cadence. and usually invites oral steady beat, but tends to is not easy to read orally. bit in order to give this paper a fair
Sentences are well built, with reading. be more businesslike than interpretive reading.
strong and varied structure musical, more mechanical
that invites expressive oral than fluid.

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 reading.
Convention The writer demonstrates a The write understands The writer shows The writer seems to have Errors in spelling, punctuation,
s good grasp of standard good writing conventions reasonable control over a made little effort to use capitalization, usage, and grammar
writing conventions (e.g., and usually uses them limited range of standard conventions: spelling, and/or paragraphing repeatedly
spelling, punctuation, correctly. Paper is easily writing conventions. punctuation, capitalization, distract the reader and make the
capitalization, grammar, read and errors are rare; Conventions are sometimes usage, grammar and/or text difficult to read.
usage, paragraphing) and minor touch-ups would handled well and enhance paragraphing have multiple
uses conventions effectively get this piece ready to readability; at other times, errors.
to enhance readability. publish. errors are distracting and
impair readability.
Presentatio The form and presentation of The format only has a The writer's message is The writer's message is The reader receives a garbled
n the text enhances the ability few mistakes and is understandable in this only understandable message due to problems relating
for the reader to understand generally easy to read format. occasionally, and paper is to the presentation of the text, and
and connect with the and pleasing to the eye. messily written. is not typed.
message. It is pleasing to the
eye.

REFERENCES AND SUGGESTED READINGS

Main Reference Book:
Wakat, G.et. al. Purposive Communication. LORIMAR Publishing Inc.
Online References:
Barriers to Effective Communication (n.d.). https://www.skillsyouneed.com/ips/barriers-
communication.html
Brooks, J. L. (Director). (2004). Spanglish. {Film} Columbia Pictures.
Components of Communication Process. https://www.managementstudyguide.com/written-
communication.htm
Maharjan, P. Intercultural Communication in Businesstopia (2018).
https://www.businesstopia.net/communication/intercultural-communication.
Methods of Delivery (n.d.). https://open.lib.umn.edu/publicspeaking/chapter/14-1-four-
methods-of-delivery/https://4h.unl.edu/documents/Multimedia%20Presentation.pdf
Multiculturalism. https://www.cambridgeenglish.org/Images/539682-perspectives-impact-on-
multilingualism.pdf
The 9c’s of Effective Communication (n. d.). https://www.studocu.com/en-us/document/berea-
college/mass-communication/lecture-notes/the-9-cs-off-effective-communication/
1969605/view
10 Basics of Ethical Communication. https://www.rysec.org/10-basics-of-ethical-
communication/
Types of bilingualism.https://u-pad.unimc.it/retrieve/handle/11393/40435/804/
HandBookCompleteLight.pdf
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