GE 5 – PURPOSIVE COMMUNICATION

ALFELOR SR. MEMORIAL COLLEGE, INC.

Poblacion Zone II, Del Gallego, Camarines Sur

LEARNING MODULE
in GE 5

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TABLE OF CONTENTS
Course Description…………………………………………………………………………………….4

CHAPTER 1 COMMUNICATION PROCESS,

PRINCIPLES AND ETHICS………..5

Lesson 1: Types of Communication………………….…..………….…..9

Lesson 2: Functions of Communication and Theories of

Non-Verbal Communication…………………………………………….12

Lesson 3: Communication Styles…………...…………………………...18

Lesson 4: The Communication Process…………………………….….19

Lesson 5: Principles of Communication………………..………………21

Lesson 6: Communication Ethics and Principles……….…………….23

CHAPTER 2 COMMUNICATION AND

GLOBALIZATION ……………..……….25

Lesson 1: Implications of Globalization on Communication……....27

Lesson 2: World English……………..…………..……………………..…..29

Lesson 3: The Three Circles of English……………..…………..………..30

CHAPTER 3 LOCAL AND GLOBAL

COMMUNICATION IN
CULTURAL SETTING…………….….32

Lesson 1: Obstacle in Intercultural Communication……….………34

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Lesson 2: Varieties and Registers of Spoken and Written

Language…………………………………………………………………...37

Lesson 3: Types of Cultural Orientation………………………..……….38

Lesson 4: Cultural Context…………………...……………....…………..39

CHAPTER 4 EVALUATING MESSAGES AND

IMAGES OF DIFFERENT
TYPES OF TEXT…………………………40

Lesson 1: Codes Types and Communication Styles………………...42

Lesson 2: Hand Gestures That Have Different Meanings

Overseas…………………………………………46

CHAPTER 5 COMMUNICATION IN
VARIOUS PURPOSES………………..52

Lesson 1: Informative Communication……………………….………53

Lesson 2: Persuasive Communication………………………………..55

Lesson 3: Communication for Academic Purposes………..….…..57

Lesson 4: Communication For Work Purposes…………………..…..58

.

BIBLIOGRAPHY………………………………………………………..…..63

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[[[[

LEARNING MODULE IN GE 5

Course: GE 5

Course Title: Purposive Communication

Course Credits: 3 units

Course Hours: 3 hours every week for 18 weeks or 54 hours in a

semester

Pre-requisite: None

Course Description:
 Purposive Communication is about writing, speaking, and presenting to
different audiences and for various purposes. (CMO 20 s 2013)

 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 tools for critical evaluation of a variety of texts

and focuses on the power of language and the impact of images to
emphasize the importance of conveying messages responsibly.

 The knowledge, skills, and insights that students gain from this course
may be used in their other academic endeavors, their chosen
disciplines, and their future careers as they compose and produce
relevant oral, written, audio-visual and/or web-based output for various
purposes

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Learning Outcomes:
At the end of the course, the students must be able to:

Knowledge
1. Describe the nature, elements, and functions of verbal and non-verbal
communication in various and multicultural contexts

2. Explain how cultural and global issues affect communication

3. Determine culturally appropriate terms, expressions and images

4. Evaluate multimodal texts critically to enhance receptive (listening,

reading, viewing) skills;

5. Summarize the principles of academic text structure

Skills
1. Convey ideas through oral, audio-visual, and or/ web based presentation
for different target audiences in local and global settings using appropriate
registers.

2. Create clear, coherent, and effective communication materials

3. Present ideas persuasively using appropriate language registers, tone,

facial expressions and gestures

4. Write and present academic papers using appropriate tone, style,

convention and reference styles

Values
1. Adopt cultural and intercultural awareness and sensitivity in
communication of ideas

2. Appreciate the differences of the varieties of spoken and written language

3. Adopt awareness of audience and context in presenting ideas

4. Appreciate the impact of communication on society and the world

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Chapter 1:

COMMUNICATION
PROCESS,
PRINCIPLES AND
ETHICS

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Introduction
In this chapter, you will be exposed to the different ways of looking at
communication. It should give you a good understanding of why
communication should be studied in tertiary level, and the potential of such
course in helping them transform themselves and their society.

Chapter Objectives

By the end of this lesson, you should be able to:

1. Understand the importance of communication in society;

2. Know the principles, theories, and processes of communications as
embodied in the communication models provided; and
3. Relate the communication models to their experiences and apply them
to their own communication processes.
4. Know how to communicate in an ethical manner.
5. Apply the ethical principles to your communication process.

Before-Reading Questions:

1. Why is communication important to you?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________

2. Why is communication important to society?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_________________________________________

3. What problems can happen when there are communication

breakdowns?
_____________________________________________________________________
_____________________________________________________________________
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_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
______________

4. What do you mean by “ETHICS”?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_________

5. Why do you think there should be ethics in communication?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________

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Lesson 1: Types of Communication

Communication
-is the process of sending and receiving messages through verbal or
nonverbal means, including speech, or oral communication; writing and
graphical representations (such as infographics, maps, and charts);
and signs, signals, and behavior. More simply, communication is said to be
"the creation and exchange of meaning."

Types of Communication

1. Verbal Communication- includes the use of symbols that have

universal meanings and can be classified as spoken or written.

a. Intrapersonal Communication- is communication expressed

through self-talk. This involves personal thoughts and emotions.
Communication with oneself using internal vocalization or
reflective thinking. Like other forms of communication,
intrapersonal communication is triggered by some internal or
external stimulus. We may, for example, communicate with our
self about what we want to eat due to the internal stimulus of
hunger, or we may react intra-personally to an event we witness.

b. Interpersonal Communication- is communication between

two people (dyadic) or a small group of individuals (also known
as small group discussion). This type of communication allows
speakers to discuss topics that interest them or they may share a
common bond with each other.

c. Public Communication- is one person speaking in front of an

audience. The magnitude or size may be limited or numerous.
The speakers deliver the message in a formal setting, giving a
topic that is thematic. Feedback from the audience may be
available or not.

d. Mass Communication- is communication that takes place

through the technology such as the social network/ internet,
televisions, radio and newspaper. Through these channels of
communication, the message is replicated many times, resulting
to a multiplier effect to the receivers. Speakers must be careful of

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the kind of information being disseminated. The messages

conveyed must be screened prior to public dissemination.

2. Non–Verbal Communication- is the transfer of information

through the use of body language including eye contact, facial
expressions, gestures and more. It also regulates interaction since
non-verbal may indicate who will speak or not. It serves as a
substitute in the absence of words.

Types of Non-Verbal Communication

a. Silence- conveys meanings to the spectators that can be

seen in a person who is quiet yet busy, a person who is
contemplating, grieving, not to be disturbed or being in a
difficult [Link] a conversation between two individuals,
a silent reply may signify the receiver does not understand
or may refuse to answer at all.
b. Body Language (gestures)- is employed in two ways;
unconscious movement to tell the state of emotion the person is
undergoing such as walking around for being bored, biting the
fingernails for being nervous or other activities.
c. Facial Expression- is manifested to evoke certain
emotions such as happy, joyful, sad, frustration and other
facial movements.
d. Touch -hug, kiss, handshake in some cultures is a symbol of
affection but may not be allowed in certain communities.
e. Space & Distance- indicate the importance of a person.
Distance signifies the intimacy and personal acceptance in
some cultures and in others not.
f. Clothes and Personal Appearance- provide a quick
personal surveillance of a person’s age, interest,
personality, sex, attitude, social standing, or religious
affiliations.
g. Symbols- are general graphical presentation so that
people will be guided accordingly such as traffic signs,
mathematical problems, medical, and other fields of
specialty.

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3. Formal Communication- involves the use of public speaking and

mass communication, a combination of both verbal and nonverbal
messages. in here, language is more precise and the speaker is careful
with grammar. A dress code, proper posture, and eye contact are
being taken into consideration

4. Informal Communication- involves interpersonal and small group

communication where people can be at ease and be more
comfortable.

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Lesson 2: Functions of Communication & Five

Theories of Non-Verbal Communication

Functions of Communication
1. Inform and convey the message to the receiver(s) though verbal
and nonverbal engagements.

2. Persuade other people to agree with the ideas, opinions, and

suggestions.

3. Integrate divisions and departments by building a communication

network to achieve the goals and visions of the organization.

4. Reduce misunderstanding and solving troubles among people.

Five Theories of Non- Verbal Communication

1. Semiotics (Sign Language) - is used in the balance of the
spoken word and has phonological, lexical, and even syntactic
levels. There are two kinds of sign languages which are alternate
sign language and primary sign language.

a. Alternate Sign Language (ASL) – is a system of hand signals

created by individuals with limited communication or used by
the deaf community.

Photo: [Link]

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b. Primary Sign Language- is the language of a group of

individuals who do not use a spoken language with each
other (Yule, 2005).

2. Kinesics (Body Language) – comes from the word kinesis which

means movement. In non-verbal communication. It is the study of
the hand, arm, body and face movements. Gestures and body
movements can be classified into adaptors, emblems and
illustrators.

a. Adaptors - are movements or gestures that are used to

manage our feelings or control our responses. Adaptors
include movements done to improve comfort or reduce stress
and often happen at such a low level they usually escape
awareness. Adaptors include movements such as shifting in a
chair or postural changes, crossing the legs, pulling at a shirt
collar, adjusting a tie, loosening clothing and so forth.
(The Only Book On Body Language That Everybody Needs to Read, 2020)

b. Emblems- We use them with full conscious awareness.

Emblems are our substitutes for actual words, just like the sign
language blind people use. Of course, we're not adept as
them in communicating through motions but we can learn it
quickly enough and adapt it to our needs. (Study-Body-
[Link] 2012 – 2016)

c. Illustrators- We use illustrators all the time, pretty much

unaware, especially when we try to describe an object to
someone who's unfamiliar with it - we instantly find ourselves
making figures of how it looks (and perhaps used) to make it
clearer. Because showing how something is done is often
much more effective and easier than describing it in words.
([Link] 2012 – 2016)

3. Haptics (Touch) - the study of communication by touch is known

as haptics. Touch is essential for social development which either be
welcoming, threatening, or persuasive. There are different
categories of haptics such as, functional-professional, social-polite,
friendship-warmth, love-intimacy, and sexual-arousal touch.

a. Functional-professional touch- Some jobs require that the

other person is touched in some way, very typically by people

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in the medical profession or other caring job, barbers, security

screeners and many more.

b. Social-polite touch- includes handshake, a pat on the

shoulder or arm. Are relatively formal and governed by social
norms and rules of politeness. In fact, Jones and Yarbrough
(1985) labelled this type of touch “ritualistic.” Many forms of
socially polite touch occur during greetings and departures.
Handshakes are a common type of ritualistic touch used in
business situations or when meeting people at social functions
for the first time.

c. Friendship-warmth touch- At this level, touch interactions

are important because they serve a relational maintenance
purpose and communicate closeness, liking, care, and
concern. The types of touching at this level also vary greatly
from more formal and ritualized to more intimate, which
means friends must sometimes negotiate their own comfort
level with various types of touch and may encounter some
ambiguity if their preferences don’t match up with their
relational partner’s. In a friendship, for example, too much
touch can signal sexual or romantic interest and too little
touch can signal distance or unfriendliness.

d. Love-intimacy touch- At the love-intimacy level, touch is

more personal and is typically only exchanged between
significant others, such as best friends, close family members,
and romantic partners. Touching faces, holding hands, and
full frontal embraces are examples of touch at this level.
Although this level of touch is not sexual, it does enhance
feelings of closeness and intimacy and can lead to;

e. Sexual-arousal touch, which is the most intimate form of

touch, as it is intended to physically stimulate another person.

4. Chronemics (Time) - refers to the study of how time affects

communication. Time can be classified into several different
categories, including biological, personal, physical, and cultural
time. (Peter A. Andersen, Nonverbal Communication: Forms and
Functions (Mountain View, CA: Mayfield, 1999), 65–66.

a. Biological Time-refers to the rhythms of living things. Humans

follow a circadian rhythm, meaning that we are on a daily
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cycle that influences when we eat, sleep, and wake. When

our natural rhythms are disturbed, by all-nighters, jet lag, or
other scheduling abnormalities, our physical and mental
health and our communication competence and personal
relationships can suffer.

b. Personal Time- refers to the ways in which individuals

experience time. The way we experience time varies based
on our mood, our interest level, and other factors. Think about
how quickly time passes when you are interested in and
therefore engaged in something.

c. Physical Time- refers to the fixed cycles of days, years, and

seasons. Physical time, especially seasons, can affect our
mood and psychological states. Some people experience
seasonal affective disorder that leads them to experience
emotional distress and anxiety during the changes of seasons,
primarily from warm and bright to dark and cold (summer to
fall and winter).

d. Cultural Time- refers to how a large group of people view

time. Polychronic people do not view time as a linear
progression that needs to be divided into small units and
scheduled in advance. Polychronic people keep more flexible
schedules and may engage in several activities at once.
Monochronic people tend to schedule their time more
rigidly and do one thing at a time. A polychronic or
monochronic orientation to time influences our social realities
and how we interact with others.

5. Proxemics (Use of Space) - refers to the study of how space

and distance influence communication. We only need look at the
ways in which space shows up in common metaphors to see that
space, communication, and relationships are closely related.

For example, when we are content with and attracted to

someone, we say we are “close” to him or her. When we lose
connection with someone, we may say he or she is “distant.” In
general, space influences how people communicate and behave.
According to Hall, following the use of space below will indicate the
kind of relationship people have.
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Edward Twitchell Hall, Jr. was an

American anthropologist and cross-
cultural researcher. He is
remembered for developing the
concept of proxemics and exploring
cultural and social cohesion, and
describing how people behave and
react in different types of culturally
defined personal space.

-Wikipedia

EDWARD T. HALL
[Link]

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Types of Territories in Proxemics

1. Body Territory - refers to the personal space the individual maintains

with other people.

2. Primary Territory - refers to the home, vehicle or other living spaces of

the person.

3. Secondary Territory - refers to school, office, or church where entry is

reserved for specific individuals and norms are expected and looked
upon.

4. Public Territory - refers to the open space where everyone visits such
as the park, market, shopping mall, and many others.

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Lesson 3: Three Specific Cultures Based on

Communication Styles by Richard Lewis

1. Linear-active – are communicators who are

composed, analytic, determined, direct and at times
impatient. They are reserved and engaged in factual
information like the Americans and most cultures in
Northern Europe.

2. Muti-active - are communicators who are warm,

spontaneous, enthusiastic, willing to express emotions
and favor personal tales than information. These
speakers are from Brazil, Mexico, and Greece may
have the tendency to interrupt between RICHARD D. LEWIS
dialogues and manifest impatience verbally. [Link]

3. Reactive - are communicators who are accommodating and non-

confrontational. They are patient listeners who value diplomacy over
facts or emotions and remain reserved in their body gestures and
expressions.

[Link]
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Lesson 4: The Communication Process

Photo by: [Link]

Elements of Communication Process

a. Sender/ Source - would be the person giving the message.

b. Message - the sender encodes an idea and then decides whether or

not to inform, persuade or entertain the receiver. After evaluating what
message will be conveyed, the sender will use symbols on how to get
the message across.

c. Encoder - the transmitter which converts the messages into signals.

d. Channel - is a pathway or device wherein messages passed through

from the sender to receiver using verbal and nonverbal channels of
communication.

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e. Noise - interrupts a message while it’s on the way from the sender to
the receiver. It’s named after the idea that ‘noise’ could interrupt our
understanding of a message. There are two types of noise: internal and
external.

e.1. Internal noise happens when a sender makes a

mistake encoding a message or a receiver makes a
mistake decoding the message.

e.2. External noise happens when something external

(not in the control of sender or receiver) impedes the
message.

f. Decoder - The next step in the Shannon Weaver model is ‘decoder’.

Decoding is the exact opposite of encoding. Shannon and Weaver
made this model in reference to communication that happens through
devices like telephones. So, in this model, there usually needs to be a
device that decodes a message from binary digits or waves back into
a format that can be understood by the receiver.

g. Receiver / Destination - is the end-point of the original Shannon and

Weaver model of the technical communication process. This is the step
where the person finally gets the message, or what’s left of it after
accounting for noise.

h. Feedback - occurs when the receiver of the message responds to

the sender in order to close the communication loop. They might
respond to let the sender know they got the message or to show the
sender:

 Whether they got the message clearly without noise

 How well they understand the message

h.1. Negative Feedback - happens when there is a lack of

understanding.

h.2. Positive Feedback - takes place when the receiver fully

understands the message. Although it may not fully agree with
the source as the message is interpreted precisely.

h.3. Ambiguous Feedback - only occurs when the message

relayed is not very clear thereby giving confusion to the receiver.
Likewise, feedback is neither positive or negative like saying the
phrases, “I see” and “mmm-hmm”
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Lesson 5: Principles of Communication

The 7Cs of Communication

 Completeness
The communication must be complete. It should convey all facts required
by the audience. The sender of the message must take into consideration
the receiver’s mind set and convey the message accordingly.

 Conciseness
When communicating messages of this nature it’s important to stick to the
point and keep your messages short and simple. Don’t use 10 words if you
can use five. Don’t repeat your messages. The more you say, the more risk
there is of confusion.

 Consideration
Consideration implies “stepping into the shoes of others”. Effective
communication must take the audience into consideration. By taking the
audience into account, the message can be geared towards them.
Factors that play a role in this are for example: professional knowledge,
level of education, age and interests.

 Clarity
Clarity implies emphasizing on a specific message or goal at a time, rather
than trying to achieve too much at once.

 Concreteness
Concrete communication implies being particular and clear rather than
fuzzy and general. Concreteness strengthens the confidence.

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 Courtesy
Courtesy in message implies the message should show the sender’s
expression as well as should respect the receiver. The sender of the
message should be sincerely polite, judicious, reflective and enthusiastic

 Correctness
It’s essential that both the factual information you’re including in your
communications and the language and grammar you use are correct. If
your audience spots errors in either, they will be distracted and your
credibility will be greatly reduced, limiting the effectiveness of your
communication.

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Lesson 6: Communication Ethics

Ethical communication is a type of communication that is

predicated upon certain business values, such as being truthful,
concise, and responsible with one’s words and the resulting actions. As
a set of principles, ethical communication understands that one’s
thoughts must be conveyed and expressed effectively and concisely,
and that the resulting actions or consequences will [potentially] be
based solely on how the message was communicated. Thus, ethical
communication defines a framework or set of acceptable
communication principles that align with an enterprise’s overarching
code of conduct or code of ethics.

Four Ethical Principles of Communication from US National

Communication Association 1999 that are Relevant to the
Students Today.

 Advocate truthfulness, accuracy, honesty and reason as essential to

the integrity of communication.

 Freedom of expression, diversity of perspective, and tolerance of

dissent to achieve the informed and responsible decision-making
fundamental to a civil society.

 Condemn communication that degrades individuals and humanity

through distortion, intimidation, coercion, and violence, and through
the expression of intolerance and hatred.

 Accept responsibility for the short and long-term consequences of your

own communication and expect the same of others.

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After - Reading Questions:

Direction: Study and answer the questions below. Write your answer on the
space below each question.

1. Why do you think communication skills are considered to be essential in

being a good citizen?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_______________

2. What do you think will happen if one or more elements of the process
of communication is omitted?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________

3. From your own experience, how did you handle a situation where you
are exposed in a communication breakdown?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________

4. What problems can arise when people are not ethical in their
communication practices?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
__________

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Chapter 2:

COMMUNICATION
and GLOBALIZATION

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Introduction
This chapter focuses on the implications of globalization on
communication. You will also encounter how English Language became
global and how it affects the communication today and how important it is
to communicate in a culturally sensitive and bias-free manner.

Chapter Objectives

By the end of this chapter, you should be able to:

1. Understand the implications of globalization on communication.

2. Explain the notion of World English in the context of English being a
global language.

Before-Reading Questions:

1. What do you think “globalization” means?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
______________

2. How do you feel about the role and statues of English in the different
regions of the world?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
______________

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Lesson 1: Implications of Globalization on

Communication

Connecting with people on the other side of the world is now much
easier than it was a few years ago. Satellites, fiber-optic cables and the
internet make it effortless to share information with those in different time
zones and locations.

Global communication is directly affected by the process of

globalization, and helps to increase business opportunities, remove cultural
barriers and develop a global village. Both globalization and global
communication have changed the environmental, cultural, political and
economic elements of the world.

Increased Business Opportunities

Many companies today hire employees that are located in other

countries. Using communication vehicles such as video calling made it
simple to converse with colleagues across the globe, almost making it feel
as if they are in the same room. Technology also makes it easier to connect
with suppliers and customers all over the world, and to streamline those
relationships through improves ordering, shipment tracking and so on.

With this kind of communication technology, many businesses are

able to take advantage of opportunities in different countries or cities,
improving the economic outlook on a global level.

Fewer Cultural Barriers

Many people perceive culture to be the root of communication

challenges. When people from two different cultures try to exchange
information, the way they speak, their body language or their mannerisms
can be interpreted differently by the other person. The way people
approach problems and how they participate in communities is all
influenced by culture.

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With television and movies, cultural barriers are becoming less

prevalent. Being able to communicate effectively and frequently with
colleagues or friends across the planet helps people understand each
other’s cultures a little better.

Creation of a Global Village

You’ve likely heard of the phrase "global village," coined by theorist

Marshall McLuhan. Affected both by globalization and global
communication, the global village is created when distance and isolation
no longer matter because people are connected by technology.

Wide-spread telephone and internet access have been life-changing

for many people across the world, especially those in developing countries.
Many are now enrolling in universities across the world without having to
leave their desk chair.

Virtual assistant jobs are becoming commonplace, where employees

from developing countries work with companies in North America or
Europe, providing administrative support and other business services that
can easily be conducted over the phone or via the internet.

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Lesson 2: World English

Through globalization, the English language spread out and lead to

the emergence of non- native English varieties around the regions of the
word. Primarily, the language was “transported” by the English-speaking
natives from England migrated to newly found territories like Australia, New-
Zealand, America, and Canada.

There are many multilingual countries around the world in which

varieties of English have developed. This may be adapted by the native
settlers of the country which happened during the era where English speaking
countries colonized non- English speaking countries such as Philippines, South
Africa, Singapore, and Hong Kong in which the English are used as a second
language, medium of instruction and even used as the language of the law.

There are countries which studies the English language as a foreign

language like Japan and Korea where they are much less exposed to English
and English is learned for career progression because it is the language of
international business.

There are many different varieties of English throughout the globe and
there may be difference in Punctuations, Spelling, Grammar, Expression, and
Pronunciation but they are all equal in functionality. The two well-known
varieties of English are British English and American English. Let’s see the
difference of the two.
Aspect British English American English
centre, theatre colour, programme, center, theatre, color,
Spelling
organise program, organize
Elevator, pants, diaper,
Words Lift, trousers, nappy, holiday, flat
vacation, apartment
She said, “I’ll be at work by 8
Punctuation She said, “I’ll be at work by 8 a.m.”
a.m.”
Vase /vãs / - read as
VEYZ
Vase /va:z / - read as VAHZ Spot /spat/ - read as
Spot /spot/ - read as SPOT SPAT
Pronunciation
Current / kɅrənt / - read as KARENT Current /kɜ:rɜnt/ - read as
Answer /a:nsə(r) - read as ANSEHR KERENT
Answer / ӕnsər/ - read as
ENSER
Grammar Have you got that book? Do you have the book?
Expression Knickers on a twist ( agitated) Ruffled feathers (agitated)

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Lesson 3: The Three Circles of English

Expanding Circle

Outer Circle

Inner Circle

US, UK, AUS.

India, PH.,Singapore,
South Africa
Japan, Korea, China, Germany

Braj Kachue’s Three Circle of English

 Inner Circle - the countries where English is the ligua-franca or the

native language of the inhabitants.

 Outer Circle - The inhabitants in these countries have their own native
language but adapted English as their second language and even use
the language as the medium of instructions and even the language of
law.

 Expanding Circle - these are counties that are much less exposed to
English and English is learned for career progression because it is the
language of international business. English is considered as foreign
language.
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After- Reading Questions:

Direction: Read and answer the questions carefully. Write your answers on
the space provided. (5 points each)

1. How does globalization affect the spread of the English language in the
different regions of the world?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
__________.

2. Why do you think globalization is referred as “the way to interconnect

the world?”
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
___________.

3. How do the varieties of English affect its functionality?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
______________.

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Chapter 3:

LOCAL AND
GLOBAL
COMMUNICATION
IN CULTURAL
SETTING

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Introduction

This chapter focuses on the importance of culture sensitivity and bias-

free language when communicating with people from different cultures and
discourse communities.

Chapter Objectives

By the end of this chapter, you should be able to:

1. Use Standard English and bias-free language in writing.

2. Identify the different types of cultural orientation.
3. Determine culturally appropriate terms and expressions.

Before-Reading Questions:

1. Briefly explain the word “stereotyping”.

_____________________________________________________________________
_____________________________________________________________________
__________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
__________.

2. How does stereotyping affect communication?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________.

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Lesson 1: Obstacles in Intercultural Communication

Different cultures despite the invention of technology pose a

barrier in communication. Intercultural differences have created more
conflicts than understanding. Without the presence of verbal and
nonverbal symbols, communication can be difficult. Practicing cultural
and biased free language is an essential point to communicate to
avoid miscommunication in intercultural settings.

Here are some obstacles that may occur in an

intercultural setting.

1. Norms - refers to appropriate behaviors and rules that are

accepted in society. These rules pertain actually to culture and how
people in a particular place are expected to behave and react to
given circumstances.

Examples:

 Speaking up to the elders in the Philippines shows bad

manner while in the US it is appropriate.

 Smiling in the Western Counties can be considered being

friendly while it is considered as sexual and hostile in Asia.

2. Gender

During the early period, males are looked as more

demanding, aggressive, and competitive wile females are more
cooperative and less aggressive. It is called sexism (refers to
prejudice and discrimination based on sex or gender). To be
inclusive of all general references, one should favor gender-
neutral words and phrase over gender-biased ones. This also
includes other gender-related terms that may have to do with
gender orientation or sexual orientation.

It is important to be sensitive to new attitudes about

homosexual, transsexual, and transgender people. One should

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refer to societal groups in the way that members of these groups

prefer to be preferred to.

Examples:

 Man-made – Manufactured,
artificial
 Layman’s Term - Ordinary Term
 Chairman/Chairwoman - Chairperson
 Steward/Stewardess - Flight Attendant

3. Race - is a group of individuals having the same physical features

and characteristics who shares identical rituals, customs and beliefs.

Racism (refers to the discrimination against a person or persons of a

different race.) Race has become one of the obstacle of
communication because of racism.

Examples:

 The holocaust between the Germans and Jewish

people during the World War II. German soldiers
killed millions of Jews because of their difference in
beliefs.

 The on-going issue in the US where African-

Americans are commonly called “niggers”.

4. Social Class

Class is a group of individuals having the same economic

or social status. Classism (refers to a form of prejudice against a
person or people because of their social class). The material
wealth of the people at times reveals their social class. Income
which is an objective resource is a mirror of their cultural
behaviour and practices pointing to cultural identities of upper
and lower class.

Example:

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 In the US “White Trash“ refers to white people,

usually from the rural Southern United States,
coming from a lower social class inside the white
population while “Preppie” and “Yuppie” are
sometimes referred to the rich people both of which
connotes not just wealth but also arrogance.

 In the Philippines, the term “conyo” and “jologs”,

both derogatory terms refer to class. Conyo is used
to describe young people from upper class who
speak an idiosyncratic mix of English and Tagalog
while “jologs” now known as “jejemon” is used to
describe persons who look poor and out of style.

5. Age

Ageism is a form of discrimination against other people

because of age, or assuming that older people are less
physically, intellectually, or emotionally able than other age
group. The capabilities of younger people should also not be
underestimated on the basis of their age.

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Lesson 2: Varieties and Registers of Spoken and

Written Language

There are five language registers or styles that are used in every
communicative situation, theses registers are dependent as to who are the
audience, what the topic is all about, the purpose of the conversation as well
as the location when the dialogues occurred.

1. Static Register- is registered and never changes such as the Lord’s

Prayer, Preamble, Alma Mater, laws, and many others.

2. Formal Register- is used in delivering public speeches and

announcements.

3. Consultative Register- uses professional discussions between

someone superior and the other is a subordinate such as doctor and
patients’ conversation, lawyer and client, teacher and student,
counselor and client, and many others.

4. Casual Register- uses informal language like slang, vulgarities and

colloquialisms since these conversations deal with friends and peers.

5. Intimate Register- uses private discussions among family

members, husbands and wife, boyfriend and girlfriend relationships.

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Lesson 3: Types of Cultural Orientation

1. Horizontal Individualism- speaks of an autonomous self

that values the individual more and independence is being
highlighted.

2. Vertical Individualism- values the autonomous self by

seeing it as different and unequal to others. It also emphasizes
status and competition.

3. Horizontal Collectivism- notes the self as a member of an

in-group sharing the same values and interests. The self is
reliant an equality is expected.

4. Vertical Collectivism- believes that the self is an integral

part of the in-group even if the members are different from
the other. It also specifies the group’s interdependence and
inequality.

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Lesson 4: Cultural Context

Context refers to the setting in which communication takes place. The

Context helps establish meaning and can influence what is said and
how it is said.

Cultural Context refers to the values, beliefs, lifestyles, and behaviours

of a group of people. Such instances will influence whether something
is being considered right or wrong by the people involved.

Example:

A Filipino may be put off by an American speaker who is talking

about couples who starts living together before wedlock because the
culture in terms of this aspect is very different.

TYPES OF CULTURAL CONTEXT

1. Individualism- members of individualistic culture are inclined

to put their own interest and those of their immediate families
ahead of social concerns. They offer members a great deal of
freedom, as they believe that it helps in achieving success.
They focused on uniqueness, autonomy, self-sufficiency and
Independence.

2. Collectivism- have the tight social framework in which

members of a group feel primarily loyal towards one another.
This type of culture emphasizes harmony, and likewise prefers
the significance of the group. A collectivist who stands out
from the group disrupts the harmony and may be punished.
most collectivist cultures value social reciprocity, obligation,
dependence and obedience.

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Chapter 4:

EVALUATING
MESSAGES AND
IMAGES OF
DIFFERENT TYPES
OF TEXTS

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Introduction

Countries across the planet can have different style of communication

style. This communication styles affect how they communicate what they are
thinking to others. There are many ways on how we can convey what we are
thinking, but you have to keep in mind that we can cause misunderstanding
base on how we delivered it.

When we go overseas, sometimes language can be a barrier. We

mean to say one thing, but the locals understood it to be something else.
Luckily body language can help us communicate when words fail to do so,
but as it turns out, not all hand signals are created equal.

The same hand gestures could mean different things in other countries.
In fact, some innocent hand signals might come off as offensive.

Chapter Objectives

By the end of this chapter, you should be able to:

1. Differentiate the Styles of Communication.

2. Identify what style of communication is suitable in certain situations.

3. Adopt cultural and intercultural awareness and sensitivity in

communicating ideas.

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Lesson 1: Code Types and Communication Styles

1. Restricted Code vs. Elaborated Code

It is suitable for insiders who share assumptions and understanding

on the topic. The restricted code works better than elaborate code for
situations in which there is a great deal of shared and taken-for-granted
knowledge in the group of speakers. It is economical and rich,
conveying a vast amount of meaning with a few words, each of which
has complex set of connotations and acts like an index, pointing the
hearer to a lot more information which remains unsaid.

Within the restricted code, speakers draw on background

knowledge and shared understanding. This type of code creates a
sense of belongingness to a certain group. Restricted code can be
found among friends and families and other intimately knit groups.

The elaborated code spells everything out, not because it is

better, but it is necessary so that everyone can understand it. It has to
elaborate because the circumstances do not allow the speakers to
condense the message. The elaborated codes work well in situations
where there is no prior knowledge, where more throughout
explanations is needed. Elaborated code can “stands on its own”, it is
complete and full of detail, most overhearing a conversation would be
able to understand it.

Examples of Restricted Code

 “If you’re going to town, get Rupert a new April from you-know-where.”

 “Cameron’s at it again.”

Examples of Elaborated Code

 “If you’re going into Bedford, please get a new toy for Rupert the dog
from the pet-shop (which we can’t name because if the dog hears it
he will go mad,) to replace the one which we have to call “April”,
which he almost chewed into bits.”

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 “I see from the newspaper I am reading that David Cameron, leader of

the Opposition, is once again trying to attack the government form a
position of right-wing populism as we discussed a couple of day ago.”

2. Direct Code vs. Indirect Code

In Direct Code the speaker’s true intention is communicated in

his/her verbal message. It expresses the speaker’s / sender’s needs and
desires explicitly. When direct communicators want or need something,
he/ she will “come right out and say it”.

Direct communicators take the other speaker’s words at face

value: they will not analyze the message for underlying meaning. They
value the effectiveness of short, direct answers, and expect and
respect honesty and frankness.

Indirect communication happens when the speaker’s true

intention is hidden. Indirect speakers will not make a direct statement or
directly answer a question that might cause tension or result in an
uncomfortable situation. They are more likely to say “maybe” or
“possibly” when the true answer is “no”.

Indirect communicators believe that being polite is more

important that giving a true response; this belief is related to the
concept of “saving face”- to avoid hurting another person’s self-
esteem.

Examples:

 An American demand directness, such as “Get to the

point” and “What exactly are you trying to say.”
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 If a manager is a direct communicator, he/she might

say “You have made a numbers of errors and incorrect
assumptions in this report. Go back, check your data
and proofread your work.”

Example:

 If the manager is an indirect communicator. He/she might

say to the employee, “it seems there are some mistakes in
this report and readers may question some of your
assumptions. Could you check it over another time before
finalizing it?”.

3. Elaborate, Exacting and Succinct Styles

Elaborated style uses flashy and enhance language while

exacting style is direct to the point or speaking what is needed
during a conversation. On the other hand, succinct style prefers
concise statements, understatements and even silence.

4. Personal and Contextual Style

A Personal Style uses first-person pronouns during conversations

that emphasize informality an balance in relationships in individualistic
cultures. This can be seen in English where the second person has only
one “you”.

This means that whoever the status of the speaker is taking to

whether high, equal or low status, the form remains in the second
person. If one meets the Philippine President, this individual will say “it’s
nice to meet you.” The same phrase will be addressed to a new
acquaintance, neighbor and so forth.

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A Contextual Style tailors the role identity and status of a

person. It also controls word selection and choice specifically
personal pronouns.

5. Instrumental and Affective Style

Affective style is characterized by language requiring listeners

to note what is said/observe, how message is presented; meaning
often nonverbal; requires receiver to use intuitive skills to decipher the
message while Instrumental Style is goal oriented, focuses on sender
who clearly lets other know what he/she wants the others to know.

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Lesson 2: Hand Gestures That Have Different Meanings

Overseas

When we go overseas, sometimes language can be a barrier.

We mean to say one thing, but the locals understood it to be
something else. Luckily body language can help us communicate
when words fail to do so, but as it turns out, not all hand signals are
created equal. The same hand gestures could mean different things in
other countries. In fact, some innocent hand signals might come off as
offensive.

1. The “OK’ Sign

America: Okay

Japan: Sometimes the gesture is made with the 3 fingers at

the bottom.

Brazil: A rude gesture.

2. The “I’ve got your nose” gesture

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America: The thumb between the index and middle fingers

represents the noise stolen from a kid’s face in the “I’ve Got
Your Nose” game.

Turkey: An obscene gesture similar to the middle finger, and

also used to show disagreement or to deny a request.

Brazil: a good luck charm to ward off the evil and jealousy.

Indonesia: An offensive gesture.

American Sign Language (ASL): The sign for the letter T.

3. The “V’ Gesture

America: Peace, it also used to mean “V for Victory.”

China, Japan, South Korea, Taiwan, Thailand: Cute pose

when being photograph.

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United Kingdom, South Africa, Australia, New Zealand,

Ireland: When the same gestures is done but with the back of
the hand facing inward, it is an insult.

ASL: The sign for number 2.

4. The Lloser” Gesture.

America: Usually uses it as a taunt, it means “loser”.

China: Indicates the number 8, which is considered a lucky

number. Knowing a lucky number is especially useful when
bargaining in China.

5. The “Thumbs Up”.

America: Good. It is also used when hitchhiking.

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Iraq, Iran: An insult.

ASL: Sign for the number 10. When held stationary and thrust
toward another person the meaning is “yourself”.

6. The “Pinky Up”.

America: It either indicates “fancy” when drinking tea or it’s

a sign that you’re making a promise that should not be
broken, also called a pink swear.

China: This is the same as giving the thumbs down.

7. The “Stop” or “Talk to the hand” Gesture.

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America: Means “stop” the number 5, or “talk to the hand”.

Greece, Pakistan: Called the “moutza” is considered an insult.

Mexico, Panama: Used to say “hi” but when steady or moving

it repeatedly toward the receiver it means, “You’ll see!” a
warning that the giver is going to tell an authority figure.

8. The “You’re dead” Gestures.

America: a gesture showing a slit on the neck means

“you’re done for.”

Japan: It means “you’re fired”, this is because the word

kubi,
which means fired from a job, sounds the same as kubi that
means neck or throat.

9. The “Fingers All Together”

America: Used to imitate an Italian gesture.

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Italy: Used when something is unclear. Similar to “What are

you saying?”.

Malaysia: They call it “chup” and it used to mean “wait a

minute”. But when the gesture is motioned toward the
mouth, it means “eat”.

ASL: When both hands with this sign are put together with
the tips touching, it means “kiss”.

10. The “Horn Fingers”

American: Adopted by rockers as sign of approval, and

essence to ‘rock on.”
Italy, Brazil, Spain: to make this sign at someone is to tell
them their wife is cheating on them.

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Chapter 5:

COMMUNICATION IN
VARIOUS PURPOSES

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Introduction
This chapter focuses on the different ways and usage of
communication. Communication becomes so part of us that it is a passport in
understanding and conveying our needs and ideas to others. Messages
relayed will vary depending in the communicative situation. Not likely to be
mistakenly judged, we use communication ethics and principles as we
interact with family members, friends and, strangers

Chapter Objectives

By the end of this chapter, you should be able to:

1. Know the characteristics and uses of informative and persuasive

communication.

2. Identify the characteristics of a tangible topic for an academic

writing.

3. Familiarize with the proper way of communicating in a work setting.

Lesson 1: Informative Communication

Informative Communication centers on talking about people, events

processes, or things. Informing an audience about one of these subjects
without being persuasive is often difficult task to complete.

TYPES OF INFORMATIVE COMMUNICATION

a. By Content

1. Information about Objects talks about

something tangible or a demonstration of new things
that can be seen or touched.

2. Information about Process discusses of a process

that is in progress that will yield to a distinct

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multiplicity of tasks, and many other things best fit for

its category.

3. Information about Events deliberates on

anything worthy and notable that took place such
as the Olympics, a beauty pageant or during
election.
4. Information about Concepts tackles on ideas
beliefs, theories, and principles that will bring into
new perspectives.

b. By Purpose

1. Information on Description speaks about straight

forward information as you describe what you want
to convey through a word picture manner.

2. Information on Explanation talks to clarify

concepts and ideas that have been known by
many.

3. Information on Instructions demonstrates in

logical manner the training programs of a new
model or operation in an office.

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Lesson 2: Persuasive Communication

CHARACTERISTICS OF PERSUASIVE COMMUNICATION

1. Persuasion is not coercive because it allows the viewers

and readers to think constructively and to act differently. It
does not force individuals to accept the issue or situation right
away but gives the individual free will

2. Persuasion is usually incremental because attitudes do

not instantly change. Likewise, it is a process where the
individual presenting has to establish goals and expectations.

TYPES OF PERSUASIVE COMMUNICATION

1. By Types of Proposition

A. Proposition of Fact talks on issues having two or more

angles with conflicting testimony and the viewers are required
to know and select the truth.
B. Proposition of Value discusses about truth and falsity on the
issue.

C. Proposition of Policy allows a step beyond the queries of

fact or value that will require an action or a policy.

2. By Desired Outcome

A. Convincing happens when one needs to persuade the

viewers or readers need to change by giving them time to
think and feel the situation.

B. Actuating takes place when one needs to move the viewers

or readers to a specific behavior. The person persuading has
to recommend the specific action such as adaption or
discontinuation.

3. By Direct Approach

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A. Direct Persuasion demonstrates the clear pose of the writer

to the target audience by stating it right away.

B. Indirect Persuasion disguises or hides the intentions of the

writer through a sense of only hinting the issue and it is for the
listeners or readers to comprehend the message.

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Lesson 3: Communication for Academic

Purposes

As a complex process, writing involves many skills and is the most

difficult skills to master in the language competency. It takes a lot of
practice and takes years to lead to perfection. Thus, writing an
academic paper needs a lot of presentation.

CHARACTERISTICS OF AN IDEAL TOPIC FOR AN ACADEMIC WRITING

1. Topic is timely- it means the subject matter is timeless and can be

a useful information today and tomorrow.

2. Topic is well defined- it means the subject matter is narrowed

with a very specific theme that will explore the entity of the topic.

3. Topic has high level of creativity- it means the subject matter is

interconnected with other disciples that makes it very interesting.

THE MAKING OF AN ACADEMIC PAPER

Creating a Thesis Statement and making an outline reflect

profound ideas but will allow you to create new details and ideas as
well. Since a thesis is the major element in your paper that shoe
assertion, message, central idea and the remaining paragraphs
demonstrates support to the point. It builds the paper together to make
it a cohesive whole.

In the introduction, the specific topic should be mentioned as

this allows you to frame the thesis or the purpose statement. After the
introduction, the background of the topic comes next. In here, the
review of related literature is being included as well as the historical
prospective. The purpose of this is to conjoin the current research and
your paper as to how they parallel or make significance. The body of
your research which serves as the hinge that should provide clear
ideas to support the argument. By stating evidences and major ideas,
your research is ready for conclusion. The conclusion knits all the
main points that answer the central argument.

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Lesson 4: Communication for Work Purposes

When you are in the workplace, there are some skills one has to master
which are attending meetings and developing good communication
skills among peers.

GUIDELINES IN BUSINESS MEETING

Meetings allow employees to communicate within the institution and

prompt them to have their assigned tasks done. Likely, through business
meetings, goals, and plans are placed before the team members
where they comment and share ideas on how to make projects
feasible. Here are some steps to plan a successful conference among
co-workers:

Step 1: Call the meeting to order according to the scheduled time.

Introduce new workers or guests during the start of the meeting. Those
co-workers who are late need to catch up during or after the meeting.

Step 2: Pass an agenda during the meeting so that co-workers will be

guided by step in the discussion.

Step 3: Provide a summary of the previous meeting as the secretary

reads the undertakings.

Step 4: End the meeting on time, an agenda should list all the points
to be taken during the discussion. Time each segment of the discussion
so chit-chats can be avoided.

Step 5: Ask the secretary to take the minutes of the business meeting
for the decisions made, documentation and review in the next
meeting.

Step 6: Prohibit members form insulting each other when the issue gets
hot and intense. Instead call them in a separate occasion to resolve
the conflict.

Step 7: End business meeting with optimism. Assign what each

member must do and the issues to be tackled during the next
assembly.

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THE BUSINESS LETTER

The business letter is a form if written communication between the

sender and a receiver used to transact business which cannot be easily
relayed orally only. It differs from friendly letter in substance, language, and in
tone. It is formal and direct and avoids figurative language. The formal letter
may serve any of the following purposes; serves as a record, requires an
action from the reader, or establishes goodwill among persons and
establishments.

BASIC PARTS OF THE BUSINESS LETTER

1. The Heading. The heading may take the form of the letter head or
complete mailing address of the sender.

2. The Date. The date is composed of the month, written in full’ the
day of the month, set out in comma; and the year written in full. The
date may be centered typed, flushed with the right margin starting
at the center point if the page, or in full-block letters, starting at the
left margin.

Example:
Conventional type
November 20, 2020
UN type
20 November 2020

3. Inside Address. The inside address includes the addressee’s name,

the name of the firm, the street, the city, and zip code number. All
lines are blocked on the left margin. The first line may start on the
second or until the fourth line space below the date.

Example:

The following forms are acceptable

The Honorable Jose B. Dela Cruz

The Honorable Jose Dela Cruz
The Honorable Dela Cruz

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4. Salutation. It is the complimentary greeting that begins a letter. The

salutation is always started at least once and a half inches from the
left margin, two spaces below the last line of the address. A colon
ends the salutation line.

Example:
For Men For Women
Most formal Sir: Madam:
Formal My dear Sir: My dear Madam:
Less Formal Dear Mr. Cruz Dear Ms. Cruz:

5. Body. The complete message of the letter is contained in the body

of the letter. It is written between the salutation and the
complementary clause. The first paragraph of the body is typed or
written two spaces below the salutation. It should be correct, clear,
courteous, and neatly written.

6. Complimentary close. Is printed two spaces below the last line of

the body and aligned with the heading of the letter. The
complimentary close should be consistent with the salutation of the
message.

Examples:

Very respectfully yours,

Respectfully yours,
Very truly yours,
Truly yours,
Sincerely yours,
Cordially yours,

7. Signature. The signature line may consist only of the name if the
writer typed on the fourth line space below the complimentary
close, followed by his designation.

Example:

Respectfully yours,

JUAN C. DELA CRUZ

Project Manager

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TYPES OF BUSINESS LETTERS

1. Letter of Inquiry and Reply Letters. These letters are short letters
that ask questions and their reply. These letters should
acknowledgement of the inquiry, the full answer, gratitude and en
expressed wish for future communication.
2. Acknowledge Letters and Order Letter. These are vital and
may be used in the enforcement of the law, therefore these should
be carefully reviewed and stated clearly. It should include the name
of the article ordered, description of the item, units or quantity, the
price, method of payment, how it will be delivered and when will it
be delivered.
3. Letter Giving Instruction. This s usually sent to subordinates or to
others in the workplaces that need information and advice. These
usually take the form of memos and are either sent, handed, or
emailed to the recipient. When writing a letter on instruction, the
clarity of the instruction and the correct tone should be taken into
consideration.
4. Claim Letter and Letter of Adjustments. These are used to
express whenever a misunderstanding arises between two parties. It
aims to express what has been wrong or unfair in a given transaction
and ask for justification or rectification in the alleged error in a
certain transaction. Ti should be written with strict clarity, courtesy,
and honesty which are essential for maximum effectiveness.

APPLICATION LETTER

The main purpose of the application letter is to convince the reader

that the applicant is able to qualified for the position; the writer should
confirm that he is a person of a good character and values. Although this
cannot be written directly into the letter, it is suggested by the qualities of the
letter and the references that the applicant provides.

A successful letter of application is one which makes a strong and

favorable impression upon the reader. Therefore, it should be well-written,
clearly worded, and properly formatted. The cover letter, is also called a letter
of application or face letter accompanies the resume. The application should
not be more than one page long if it is accompanied by a data sheet or a
resume although this rule is subordinate to the effectiveness and
completeness of the letter.

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An application letter should include the following essential points:

1. The source of the information.

2. The job you are applying for.

3. Your primary assets stating your qualifications needed for the job.

4. Names of persons you can use as reference.

5. Your desire for the interview.

The character reference should be at least three persons who can

vouch for the capabilities, personality, and character traits if the writer.
They should be credible personalities, who are successful in their chosen
fields of endeavor.

THE RESUME

The resume is a concise summary of pertinent facts about yourself, the

basic purpose of which is to acquaint your prospective employer about
your background. The resume cannot be substituted for an application
letter.

Your resume should contain the following:

a. Job objective
b. Job Experiences. Write jobs you have held in reverse
chronological order, the date of employment, the kind of
work done, the name of the company and its address.
c. Educational Background
d. Skills and Interests
e. Special Training
f. Awards and Accomplishments
g. Membership to Professional Organization
h. Your Personal Data
i. Reference. Name and address of your immediate superior
and at least three others who can vouch your capabilities.
j. Your close-up picture

If you are a fresh graduate, put emphasis in your education, giving full
and complete details that can be of value to your performance in the
job opening, of your supposed workplace.

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BIBLIOGRAPHY
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Bullock, R. and Goggin, M. The Norton Field Guide to Writing, 3 rd ed. W.W.
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Chase, R, and Shamo, S. Elements of Effective Communication, 4 th ed.

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Dainton, M, and Zelley E. Applying Communication Theory for Professional Life.

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Lucas, S. The Art of Public Speaking, NY: Mc Graw Hill, 2011

Mooney, A, Peccei, J.S., et al. Language, Society and Power. An Introduction.

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Axelrod, R. & Cooper, C. The St. Martin's Guide to Writing. 10th ed. Bedford/St.
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Biber, D. & Conrad S. Register, Genre, and Style. Cambridge: Cambridge

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Lehman, C. & DuFrene, D. Business Communication. Mason, OH: SouthWestern

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Anderson, K. & Tompkins, P. Practicing Communication Ethics: Development,

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