PURPOSIVE COMMUNICATION

Module 1: Understanding 21st Century Communication

Lesson I: Communication Processes, Principle and Ethics

Communication is understood as the process of meaning-making through a
channel or a medium. It comes from a Latin communicares, meaning to share or to
make ideas common.
The Components of the Communication Processes
1. Source- the sender carefully crafts the message. The sender may be anyone: an
author of a book, a public speaker in a special occasion or even a traffic enforcer.
2. Message- the message is the reason behind any interaction. It is the meaning
shared between the sender and the receiver. Messages take many forms. They
could mean poem, songs, essays, news articles, road signs and even symbols.
3. Channel- the channel is the means by which a message is conveyed. When we
answer a phone call, the phone is the channel. On the other hand, when your
parents receive a notification of your absences from school, the channel is a
letter.
4. Receiver- the receiver is the person who receives the transmitted message. The
receiver may be a part of an audience in a public speaking event, a reader of a
letter or a driver who reads road signs.
5. Feedback- in any communication scenario, a feedback is essential to confirm
recipient understanding. Feedbacks, like messages, are expresses in
variedforms. A simple nod for a question of verification is considered feedback.
6. Environment- the place, the feeling, the mood, the mindset and the condition
of both sender and receiver are called environment. The environment may
involve the physical set-up of a location where communication takes place, the
space occupied by both the sender and the receiver, including the objects
surrounding the sender and the receiver.
7. Context- context involves the expectations of the sender and the receiver and
the common or shared understanding through the environmental signals.
8. Interference- is also known as barrier or block that prevents effective
communication to take place.
Kinds of Interference
a. Psychological barriers are thought that hamper the message to be interpreted
correctly by the receiver.
b. Physical barriers include competing stimulus, weather and climate, health and
ignorance of the medium.
c. Linguistic and cultural barriers pertain to the language and its cultural
environment. Words may mean another in different cultures.
d. Mechanical barriers are those raised by the channels employed for
interpersonal, group or mass communication. These include cellphones,
laptop, and other gadgets used in communication.

The Nine Principles of Effective Communication

1. Clarity- makes speeches understandable. Fuzzy language is absolutely
forbidden, as are jargons, cliché expressions, euphemisms and doublespeak
language.
2. Concreteness-reduces misundertandings. Message must be supported by facts
such as research data, statistics or figures. To achieve concreteness, abstract
words must be avoided.
3. Courtesy- builds goodwill. It involves being polite in terms of approach and
manner of addressing an individual.
4. Correctness- glaring mistakes in grammar obscures the meaning of a sentence.
Also, the misuse of language can damage your credibility.

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 5. Consideration- messages must be geared towards the audience. The sender of
a message must consider the recipient’s profession, level of education, race,
ethnicity, hobbies, interests, passions, advocacies and age when drafting or
delivering a message.
6. Creativity- means having the ability to craft interesting messages in terms of
sentence structure and word choice.
7. Conciseness- simplicity and directness help you to be concise. Avoid using
lengthy expressions and words that may confuse the recipient.
8. Cultural sensitivity- today, with the increasing emphasis on empowering
diverse cultures, lifestyles, and races and the pursuit for gender equality, cultural
sensitivity becomes an important standard for effective communication.
9. Captivating- you must strive to make messages interesting to command more
attention and better response.
Ethical Considerations in Communication
Ethics is a branch of philosophy that focuses on issues of right and wrong in
human affairs.
Ethical Communicators:
1. Respect Audience
2. Consider the result of communication
3. Value truth
4. Use information correctly
5. Do not falsify information
(Reference: Wakat, Geraldine S., [Link]. Purposive Communication. pp 2-6)

Lesson II: Communication and Globalization

Global Communication in the World Today

In a globalized world, effective communication is a necessity. When friends,

relatives, and colleagues need to reach all corners of the world, it is easy to see
the importance of global communications in the world today. Whether you need to
connect from Barcelona to Buenos Aires or Boston to Beijing, instant contact has
become the norm and expectation. But how did we get here? Just 10 years ago, we
were being introduced to new programs called YouTube, Skype, and Facebook. Now
these are household names that are used on a daily basis at home and in the office. But
in a business environment, there is more to communications than just opening up
Skype and connecting to the other side of the planet. Learning
the importance of global communications and implementing
effective communications policies are key to helping a global organization thrive in this
new world.

Global communications is not only the interaction between two employees within
your organization. The first step in achieving effective communications is to know your
audience. Your entire company profile and history is available to the whole world at the
click of a button, making you a sitting duck if you're not prepared. If you're not, your
company could wind up as the next viral sensation. Communicating with your
customers, your suppliers, your stockholders, and many other stakeholders all factor
into the global equation. Proper handling of a customer complaint can be just as
important whether it is sent to company headquarters or at a local store - one
insensitive comment could wind up being viewed by millions on Twitter. Company
owners have to be kept informed about the status of the business and employees have
to be able to be in constant contact in order to reach deadlines. Even governments
need to be involved in your communications strategy, and having a good one can save
you a big headache.
Affecting the true meaning of global communications would be the intercultural
factor. Now that we expect to do business on multiple continents, understanding the

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language and cultural difference between two people can bridge gaps and make
business transactions much smoother.
In the 21st century, we have often heard of the term globalization. Globalization is
the communication and assimilation among individuals, ethnicities, races,
institutions, government of various nations supported by technology and compelled
by international trade. Due to globalization, the more you become exposed to
diversity---the valuing of uniqueness or differences in gender preference, color, age,
religious affiliation, ethnicity, education, social and economic status and political
beliefs.

Globalization is not a new process or concept. Years before the advent of

technology, people had been purchasing and selling each other properties, goods and
other objects of certain value.

Possible Cultural barriers

1. Cultural Relativism
2. Lack of knowledge of others’ culture
3. Discrimination and harassment
4. Language differences.

STRATEGIES TO BECOME AN EFFECTIVE GLOBAL COMMUNICATOR:

1. Review communication principles
2. Analyze the message of the receiver
3. Be open to an accepting of other cultures

(Reference: Wakat, Geraldine S., [Link]. Purposive Communication. pp 7-10)

Lesson III: Local and Global Communication in Multi-cultural Settings

Global community - refers to the people or nations of the world, considered as being
closely connected by modern telecommunications and as being economically, socially,
and politically interdependent.
Globalization- is the process by which people and goods move easily across borders.
Principally, it’s an economic concept- the integration of markets, trade and investments
with few barriers to slow the flow of product and services between nations.
What is cultural awareness?
- is knowing that there are multiple different cultures – based on religion,
ethnicity, nationality, and other factors- that have different attitudes and outlooks.

What is cultural sensitivity?

- involves accepting those differences without insisting your own culture is
better, or that everyone should do it your way (Sherman, 2018)

Multicultural- refers to a society that contains several cultural or ethnic groups.

People live alongside one another, but each cultural group does not necessarily have
engaging interactions with each other.

Cross-cultural- deals with the comparison of different cultures. In cross-cultural

communication, differences are understood and acknowledged, and can bring about
individual change, but no collective transformations.

Intercultural- describes communities in which there is a deep understanding and

respect for all cultures. Intercultural communication focuses on the mutual exchange of
ideas and cultural norms and the development of deep relationships.

Intercultural communication- refers to interaction with people from diverse cultures.

Forms of Intercultural Communication
1. Interracial communication- communicating with people from different races
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 Interethnic communication- interacting with people of different ethnic origins
2. International communication- communicating between representatives from
different nations
3. Intracultural communication- interacting with members of the same racial or
ethnic group or co-culture
High-context communication- (Mediterranean, Slav, Central European, Latin American,
African, Arab, Asian, American-Indian) leave much of the message unspecified, to be
understood through context, nonverbal cues, and between-the-lines interpretation of
what is actually said.
Low-context communication- (Germanic and English-speaking countries) expect
messages to be explicit and specific.

Improving Intercultural Communication

1. Recognize the validity and differences of communication styles among people.
2. Learn to eliminate personal biases and prejudices.
3. Strive to acquire communication skills necessary in a multicultural world.

Socio-Cultural Aspect of Communication

1. Cultural identity- refers to the membership and acceptance into a larger cultural
group that share a system of tradition, norms and values. It involves the people’s
standards of appropriate and inappropriate behavior.
2. Gender role- is not necessarily limited to male and female. In some culture, dresses
and skirts are proudly worn by men. While women, in another culture, are not seen
nursing children at home but they also run a country or lead a nation. Like culture,
communicators must respect and accept the gender preference of each human being.
3. Age identity- refers to how people feel and think about themselves as they age.
Not all children are innocent and childish, even adults are not all matured and
responsible. Age identity can influence one’s self-image, personality, language-use,
attitudes and communication with others.
4. Social class- is the rank assigned by the society to its members according to their
income, titles, possession, etc. People’s perception of another’s social class affects the
way they communicate. The social class of one culture may not apply to another
culture. Generally speaking, the higher class enjoy more privileged roles, and lower
classes are assigned manual labor.
5. Religious identity- refers to the active or inactive membership of a person to a
certain religious organization. Some see themselves as members of various religious
groups. Either way, their religious beliefs, values and worldviews are associated with
their way of life.

Cultural Factors in Multicultural Settings

1. Mother tongue and secondary languages
2. Race
3. Ethnicity
4. Gender
5. Local culture
6. Religion
7. Regional Attire
8. Ancestry, Parents, and Families
9. Teachers
10. Friends
11. Neighborhood
12. Education
13. Profession
14. Experience
15. Politics
16. Physical features
17. Media

(Reference: Wakat, Geraldine S., [Link]. Purposive Communication. pp 11-13)

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Lesson IV: Varieties and Registers of Spoken and Written Language

Lesson Overview:
The spoken mode is often associated with everyday registers while the written
mode is strongly associated with academic registers. However, this is not always true.
For instance, in everyday communication, face-to face conversations are usually
supplemented by text messaging. In academic contexts, significant forms of oral
communication are used along with written communication. Significantly, both
everyday and academic are characterized by multi-modality or the use of multiple
modes of communications, including spoken, written modes and images, music, videos,
gestures, etc.

Language Varieties
Language variety is a “specific set of linguistic items of human speech patterns
(sounds, words, grammatical features), which can be associated with some external
factor (geographical area or a social group)
Varieties of Spoken Language
1. Pidgin- is a new language which develops in situations where speakers of different
languages need to communicate but do not share a common language. Once a stable
pidgin has emerged, it is generally learned as a second language and used for
communication among people who speak different languages.
2. Creole- when children start learning a pidgin as their first language and it becomes
the mother tongue of a community, it is called a creole. Like a pidgin, a creole is a
distinct language which has taken most of its vocabulary from another language, the
lexiflier, but has its own unique grammatical rules.
Note that the words ‘pidgin’ and ‘creole’ are technical terms used by linguists,
and not necessarily by speakers of the language.

3. Regional Dialect- is not a distinct language but a variety of a language spoken in a

particular area of a country. Some regional dialects have been given traditional names
which mark them out as being significantly different from standard varieties spoken in
the same place.
4. Minority Dialect- sometimes members of a particular minority ethnic group have
their own variety which they use as a market of identity, usually alongside a standard
variety. This is called a minority dialect. Apparently, some minority dialects are getting
endangered.
5. Indigenized Variety- are spoken mainly as second languages in ex-colonies with
mutilingual populations. The differences from the standard variety may be linked to
English proficiency, or may be part of a range of varieties used to express identity.

Written Language
Written language is the written form of communication which includes both
reading and writing. It is not as simple as the oral language in written forms; it serves
as a point of reference for the spoken language.

Functions of Written Language

1. To keep records. Various forms of pictorial representation such as the paintings on
the walls of the caves, engraving on the tablets. Etc. were recorded as the prehistoric
form of communication. The written records represent a different form of knowledge; it
is a new way to interpret the social and material environment.
2. To trade with property and owning, and taxation. The written language is a
formal document of business such as contracts, certificates, titles, bills, receipts, etc.
These forms of written language bind the world of economics, the traders, and their
consumers.
3. To study mathematical, scientific, and astronomical knowledge. The written
language serves as the reference and bases of scientists and scholars to understand
the arithmetic, science, and the outer space.

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4. To perform ceremonial and religious activities. The written language serves as
a guideline for members of religious organizations and institutions in executing their
ceremonies.
5. To appreciate literature. The written language is the literature itself where all
forms of written literary pieces are showcased to be read, performed, understood, and
appreciated.

Varieties of Spoken and Written Language

1. Language varies when communicating with people within (local) and outside
(global) community
2. Language varies in speaking and in writing.
3. Language varies in everyday and specialized discourses.

Eight Different Domains in which Language Varies (Mahboob 2014)

1. Local everyday written
This may include instances of local everyday written usage found in the
neighborhood posters (e.g. a poster looking for transients/ bed spacers).
2. Local everyday oral may occur in local communication among neighbors in
everyday, informal and local varieties of languages.
3. Local specialized written
An example of local specialized written usage can be found in the
publications and websites of local societies such as the Baguio Midland Courier.
4. Local specialized oral involves specialized discourses. For example, in a
computer shop in the neighborhood, specialized local usage can be found (e.g.
specialized computer game-related vocabulary is used).
5. Global everyday written avoids local colloquialisms to make the text accessible
to wider communities of readers. This can be found in international editions of
newspapers and magazines.
6. Global everyday oral may occur in interactions between people coming from
different parts of the world when they talk about everyday casual topics.
7. Global specialized written expands to as many readers internationally, hence the
non-usage of local colloquial expressions
8. Global specialized oral occurs when people from different parts of the world
discuss specialized topics in spoken form.
Registers in Spoken and Written Language
Varieties of language are more closely associated with particular situation in
which they are used. The physical setting of an event may call for the use a different
variety of language even when the same general purpose is being served, and when
the same participants are involved. English greeting forms may differ inside a building
versus outside and between participants at differing distances from one another. This
kind of language variety is based on specialty of language use and they are called
registers. These are sets of vocabulary items associated with distinct occupational or
social groups such as surgeons, airline pilots, bank managers, sales clerk, etc.

Registers are described in different forms for different functions.

1. Frozen or “static” register. Its language is literally “frozen” in time and form. It
does not change. This type of written language is often learned and repeated by rote
such as biblical verse, prayers, the Pledge of Allegiance, etc.
2. Formal register. This style is impersonal and often follows a prescriptive format.
The speaker or writer uses complete sentences; avoids slang; and usually uses
technical or academic vocabulary. It uses fewer contradictions rather complete words
(Example: “have not” instead of “haven’t”).
3. Consultative register. It is used as a spoken language usually when consulting an
expert, such as a doctor, professor, higher official, etc. the language used is being
precise. The speaker is likely to address the expert by a title such as “ Doctor”,
“Professor”, “Honorable”, etc.

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4. Casual register. This register is conversational in tone. It is the spoken language
used among and between friends. Words are general, rather than technical. This
register may include more slang and colloquialisms.
5. Intimate register. It is the spoken or written language used by lovers. It is also the
language used in sexual harassment. This the most intimate form of language. It is best
avoided in public and professional situations.

Spoken Register
Spoken registers involve oral or verbal speech. Speech can either be dialogic-
involves two or more speakers conversing privately or publicly, or mono-logic- involves
a single individual speaking extemporaneously or from a prepared speech.

Written Registers
Text registers illustrate information production, display clear reference, and
contain abstract information written in official documents, professional letters, press
reviews, and academic papers. Unlike speech, writing allows you to sit and think about
what you want to say; look over what you have written; and revise it if necessary.

Varieties of Written Registers

1. News reports simply narrate the newsworthy events and emphasize on
simple reporting. They use more time adverbials (e.g. in early August, later this year)
but also use place (e.g. off the highway) and process adverbials (e.g. consequently,
therefore) commonly.
2. News editorial clearly state opinions, evaluating what happened and
recommending what should happen. Many of these are directing, telling people the
best behavior to follow.
3. Research article are usually written by professionals who are expert in a
certain field, and they are written for other experienced professionals.
4. Textbooks are written by experts for the novices in the field. They generally
seek to inform students of knowledge that is already established in a field of study.
(Reference: Wakat, Geraldine S., [Link]. Purposive Communication. pp 14-16)
Lesson V. Evaluating Messages
Lesson Overview:
This chapter introduces you to different modes by which messages are
conveyed. It delineates personal judgement on the ideas presented that would engage
toward diversity of the cultures manifested. Necessarily, the goal to objectify the attack
against a particular set of images/objects that create meaning is highlighted in this
part.

Evaluating messages in this era is made simpler. Looking at them through

several lenses is helpful in arbitrary in nature. It conveys ideas that are distinct and
rooted in myriad sensibilities. What one experience is what one brings to the table to
further explain what is depicted in the picture, video or any form of illustration? So be
mindful of the elements that make up the bulk of the illustration, as these are the ones
you will be assessing as you read on.
Simple unblocking means distinguishing the objects present, even colors. As
these generally come to the fore, careful investigation of the value each present
follows.

Strategies for Evaluating Message

In order to evaluate whether a message is effective, we cannot ask
ourselves a series of question which reflect a messages simplicity, specify, structure
and stickiness.

1. Simplicity
In order to ensure that our messages have simplicity, we should ask ourselves
two questions:
-1. Is my purpose evident?
-2. Is my core message clear?

2. Specificity

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 Refers to our choices of language and its usage in order to ensure language is
specific we may ask ourselves:
-1. Is my language specific
-2. Is my language concrete, rather than abstract?
-3. Am I suing words which have additional meanings and
could have perhaps be misconstrued?
3. Structure
Ideas should be organized and easy to follow.
-1. Does my messages structure?
-2. Is there an effective way to arrange my ideas?
Guide questions in Evaluating Messages:
1. How is the message conveyed.
2. What belief is used to support the message best delivered?
3. In what way is the message best delivered?
4. To what extent is the impact of the message felt?
5. Who is the addressee of the message?
6. What ethos does the message support?
Within man’s spectrum messages could go ad infinitum-these make him who he is.
Evaluating them would support the quest for truth behind his consciousness.
Easy Steps:
1. Determine what you will evaluate.
2. Define your goal.
3. State your objective.
4. Identify your audience.
5. Establish your baseline.

Lesson Overview:
In today’s digital society, communication is mediated using technology. For
communication to be more effective, it is imperative to know how technology works,
what purposes it can serve and how it can be used efficiently and effectively used to
achieve specific goals in the communication process.

In preparing multimedia presentations for various communication purposes, it is

important to consider the following:
A. Characteristics of Multimedia Presentations
1. Multimedia presentations are visually oriented (displayed on a monitor or
projected onto a screen)
2. They allow users to use different modalities such as:
a. text
b. graphics
c. photographs
d. audio
e. animation
f. video
Special features of computer-based presentations
1. Custom navigation (linking) between slides, to other media and to the Internet
2. Can be made into hard copy printouts or transparencies.
3. Can be uploaded to the Web
B. Steps in Making Effective Multimedia Presentations
1. Know the purpose of the presentation
2. Know the audience
3. Gather information
4. Use a variety of resources such as:
a. textbooks
b. digital resources
 Photographs
 Scanned images, student work
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 c. Internet
5. Do not forget to cite sources.
a. Write the author’s name, title of the work and date of publication.
b. Include the website or Web page address of the source.
c. in general, non-profit educational use of online materials for a lecture
qualifies as “fair use” but it is better to ask the author’s permission to use
such materials.
d. Always have full bibliographic references for all citations.
6. Organize the information.
a. List the main points.
b. Have only one main idea per slide.
c. Present ideas in a logical order.
d. Place important information near the top.
7. Check technical issues
a. Contrast
 Dark text on light background
 White text on dark background
b. Use only one design and color scheme throughout the slide
presentation.
c. Avoid clutter
d. Avoid patterned or textured backgrounds
e. Use large font size (minimum 18 points)
f. Use fonts that are easy to read. Don’t use fancy fonts.
g. Don’t use more than two types of fonts.
h. Avoid too much text. Don’t use the presentation as your notes.
i. Use no more than 3 or bullets per slide

8. Be creative
a. use transitions and animations to add interest
b. but don’t overdo it!

(Reference: Wakat, Geraldine S., [Link]. Purposive Communication. pp 20-24)

Lesson II: Preparing Pecha Kucha Presentation

Lesson Overview:
Pecha Kucha is a 20-slide power point presentation which moves automatically to
each succeeding slide every after 20 seconds. This presentation is very helpful to keep
track of the time.

Watch how to make a Pecha Kucha presentation at

[Link]
Remember:
1. Open the power point. Select blank layout or simply press CTRL N or
Command N.
2. Duplicate the blank slides. Make sure that you have 20 blank slides.
3. Select all the slides (you can use CTRL A). Make sure to remove the check
mark on the “on mouse click” then modify the transition speed to 20 seconds.
4. Insert and resize images.
5. After saving the Pecha Kucha presentation, check the speed of transition.
Make sure that the saved speed for all slides is 20 seconds.
6. Practice your narration with the Pecha Kucha presentation. You can record
Your narration in the power point presentation.

(Reference: Wakat, Geraldine S., [Link]. Purposive Communication. pp 25-26)

Lesson III- Vlogging

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Lesson Overview:
In the 21st century, skills like communication, collaboration, information literacy
and media literacy are essential to the success of every individual. With the advent of
technology and globalization, being able to communicate well and using proper
medium is very important. Technology has driven communication to a whole new level,
cheaper, smarter, more efficient and interactive.

One of the effective medium of communication in this technology-driven revolution is

vlogging. Vlogging has been a trending platform individuals, organizations, and
companies to sell and market products, services and other businesses, influence
others, review and recommend for approval.

B. Abstraction
Introduction to Vlogging

What is Vlogging?

Vlog derives from video blog or video log and refers to a type of blog where most
or all of the content is in video form.
Vlog posts consist of creating a video of yourself or an event, uploading it to the
internet, and publishing it within a post on your blog. Vlogging can be based on topic,
making it an ideal medium for individuals and businesses alike. Just pick your niche and
start recording.
You can vlog anywhere that supports video content, but that's not all you need.
The first step is to identify where you want to blog, as in which website you should use
to post your blog content. YouTube is a huge website that hosts lots of vlogger's
content, and it's absolutely free. However, there are alternatives if you need a
traditional blog platform that also supports text and image posts.
It's absolutely necessary to have a recording device too, like a webcam or
dedicated video or even your smartphone that isn't attached to a computer, as well as
a microphone.
You can definitely use any kind of video and audio hardware that you prefer, but to
stand out among other streamers and vloggers, it's usually recommended to get
yourself something that can help produce high-quality content.
What's more is the video editing software necessary for post-recording and pre-
publishing. This includes not only your traditional video editing programs but also any
video conversion software that can help get your unedited content into your editing
software.

The Benefits of Vlogging

There are multiple benefits to vlogging, making it an ideal pursuit for businesses
and individuals alike.

Fame and Fortune

Some of the most famous vloggers have accumulated hundreds of thousands of
followers, and their videos are watched by millions. Not only have they become
celebrities, these vloggers have made big bucks through advertising on their videos.
Popular vloggers can be paid by companies to promote their products, wear their
brands, and send traffic to their websites.

Reach a Wider Audience

Using YouTube as a platform for your vlogs enables you to reach a wider audience. This
search engine ensures that your videos are more accessible to the masses than if you

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just posted vlogs on your WordPress website. Once your videos are being viewed by a
new audience on YouTube, then you can use your vlogs to drive traffic to your website,
generate leads, sell products, and much more.

Engage Directly With Your Audience

Vlogging enables you to engage directly with your audience. By ‘getting to know you’
through your vlogs, your viewers will quickly come to trust you and see you as an
expert in your field. By connecting in this way with your community, your target
audience is more likely to remember you, use your service, or buy from your site.

Drive Traffic to Your Website

Many bloggers and businesses use vlogging to drive traffic to their website. Watching
videos is fast becoming the norm and the preferred online media type. Many people will
now watch a video but pass up on a written article. So websites often use vlogging to
attract new visitors, as well as help the retain current ones.

Promote Your Membership Site, Sell Products, and More

Vlogs can be used as part of your marketing strategy. Whatever your online site is
selling, use vlogging to promote it. If you run a membership site, explain why viewers
should sign up. If you have an eCommerce store, display your products and tell those
watching why they should make a purchase. Or want people to visit your blog? Then
sell the content to them through vlogs.

How to Get Started as a Vlogger

So now you know a bit about what vlogging is and the rewards that can come of it.
Next, let’s have a look at how to get started as a vlogger.

Consider Your Content

As always online, content is key. If you want to build up a large vlogging following then
you need to be producing interesting videos. Find a niche that interests you, or is
related to your WordPress website. Then take your time deciding what content will be in
your videos. Consider posting how-to videos, interviews, comedy sketches, or anything
else that will be valuable or entertaining for your viewers.

One of the best ways to plan, explore and substantiate your content and topics is to use
a mind mapping and storyboarding technique.

What is mind mapping?

A mind map is a tool for the brain that captures the thinking that goes on inside your
head. Mind mapping helps you think, collect knowledge, remember and create ideas.
Most likely it will make you a better thinker. Mind maps can be created in many
different ways, but they share the same basics: Central theme, associations, curved
lines, keywords and proximity.

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What is a storyboard?
A storyboard is a sequence of drawings, typically with some directions and dialogues,
representing the shots planned for a movie, television, video production and vlogging.

(Reference: [Link])

Module 3: Communication for Various Purposes

Lesson I: Informative, Persuasive and Argumentative Communication

Lesson Overview:
Communication is made for numerous purposes. The way messages are crafted
depends highly on the intention of the sender.
In a supermarket, a sales agent makes sure that the way a product is promoted
gets consumers buying. A news anchor delivers information in such a way that all the
facts are clearly stated doing away with words that may cause confusion. On the other
hand, a criminal lawyer must design his arguments supported by facts to convince the
judge and the jury.

Informative Communication involves giving than asking. As an informative

communicator, you want your receivers to pay attention and understand, but not to
change their behavior. By sharing information, ignorance is reduced, or better yet,
eliminated. The informative value of a message is measured by how novel and relevant
the information is or the kind of understanding it provides the receivers.

3 Deep Impulses (Osborn 2009)

a. We seek to expand our awareness of the world around us.
b. We seek to become more competent.
c. We have an abiding curiosity about how things work and how they are made.

When preparing for an informative exchange, ask yourself the following questions:

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 1. Is my topic noteworthy to be considered informative?
2. What do my recipients already know about my topic?
3. What more do they have to know?
4. Am I knowledgeable enough of my topic to help my receivers understand it?

Persuasive Communication is an art of gaining fair and favorable considerations for

our point of view. It
a. provides a choice among options
b. advocates something through a speaker
c. uses supporting material to justify advice
d. turns the audience into agents of change
e. asks for strong audience commitment
f. gives importance to the speaker’s credibility
g. appeals to feelings
h. has higher ethical obligation.

Argumentative Communication relies heavily on sound proof and reasoning. The

nature of proof has been studied since the Golden Age of Greece and has been
improved through time. According to Aristotle, logos, ethos and pathos are the three
primary forms of proof. In our time, whoever, many scholars have confirmed the
presence of a fourth dimensions of proof, mythos, which suggests that we respond to
appeals to the traditions and values of our culture and to the legends and folktales that
embody them.
Lucas(2007) claims that to avoid defective argumentation, the following must be
avoided:
1. Defective evidence
 Misuse of facts
 Statistical fallacies
 Defective testimony
 Inappropriate evidence

2. Defective Patterns of reasoning

 Evidential fallacies
o Slippery slope
o Confusing facts with opinion
o Red herring
o Myth of the mean
 Flawed proofs
 Defective arguments

(Reference: Wakat, Geraldine S., [Link]. Purposive Communication. pp 29-34)

Lesson II: Public Speaking

Lesson Overview:
You have probably delivered a speech before an audience one, twice, or thrice in
high school in the forms of reporting, research presentations, or creative presentations
or you might have read Biblical passages in the church. How did the experience make
feel? If the experience made you wish to speak more in public or made you confident of
yourself, then you belong to the few who do not fear public speaking or who have
overcome it. If the experience made you feel the opposite, you are not alone. Jerry
Seinfield was quoted saying:
“According to most studies, people’s number one fear is public speaking. Number
two is death. Death is number two. Does that sound right? This means to the average
person, if you go to a funeral, you’re better off in the casket than delivering the
eulogy.”
Fear of public speaking is, therefore, common to most people, but despite this
fact, many have turned public speaking into their ticket to success.
“Your ability to communicate with others will account for fully 85% of your
success in your business and in your life.”

Public speaking is a process of speaking in a structured, deliberate manner to

inform, influence or entertain an audience.

13
 Speech is the term used to refer to the body spoken expressions of information
and ideas. A speech may be delivered in any of the following modes: read from a
manuscript, memorized and delivered extemporaneous or impromptu. The choice of
mode of speech delivery is determined by factors such as length of preparation,
complexity of message, purpose, and occasion.

Reading from a Manuscript is appropriate when the speech is long and when
details are complicated and essential such as that they need to be given completely.
Reading is also appropriate when one is asked to deliver a prepared speech on behalf
of another speaker. Reading may pose the least challenge in public speaking but the
speaker may be tricked into thinking that no preparation is needed. When a message is
delivered through reading, the force, naturalness, and eye contact may be diminished
because the eyes have to travel from page to the audience and vice versa.

Memorized speech requires a speaker to commit everything to memory. This

method is excellent for short messages although it is also used for long pieces in
oratorical, declamation and other literary contests. Just like a read speech, a
memorized speech also poses challenge in naturalness. The worst experience one could
have in delivering a memorized speech is to forget the lines and fail to shift smoothly to
another mode of delivery.

Extemporaneous speaking may have a short or long preparation. The speaker

may use an outline to guide him through his speech to achieve better organization and
to avoid leaving out details. But unlike reading, extemporaneous speaking necessitates
the speaker to formulate his sentences while he is speaking. Extemporaneous is a
method that most lecturers and teachers use. A good extemporaneous speaker must
be spontaneous.

Impromptu means speaking at the spur of the moment. Since there is very
minimal or no time for preparation given for impromptu, the content and organization
may suffer. Impromptu may not deliver the best thought in the best way but it brings
out the most natural thing to say at the moment.
(Reference: Wakat, Geraldine S., [Link]. Purposive Communication. pp 35-40)

Lesson III- Making Inquiries

Lesson Overview:
You probably texted or called people to obtain information you needed several
times already. Did you get the information you needed? Did you use the same language
and tone in all your queries through phone calls and text messages?

You might have also received queries via texts messages, conversations, and
phone calls. Were there times when you felt the language or the tone of the caller or
message sender was inappropriate? Were you able to provide the information sought
satisfactorily?

Both obtaining and giving information are a part of our daily activities.
Information provide individuals basis for actions, plans and decisions. An individual’s
skill in finding information helps him save time and make well-informed decisions, and
actions. Likewise, giving information effectively is of great help to others.

An inquiry letter is written when a person needs more information about

products, services, internships, scholarships, or job vacancies offered by companies,
associations, or individuals. Often, inquiry letters are sent when a person has specific
questions that are not addressed by the general information available provided by
brochures, websites, advertisements, classified ads, etc.

An inquiry may also be in the form of telephone or personal interview.

Depending on the immediacy and specificity of the need, one of these modes
may prove more responsive to your need.

Both interview and letter require correct and appropriate language use. Both
require correctness, conciseness, clarity of language, and courtesy. While letters

14
require correctness of spelling, punctuations, capitalizations, indentions, margins, etc.,
interviews require clarity of words, correct pronunciation, intonation and pauses,
spontaneity, pleasing personality, and confidence.

Content and Organization of Letter of Inquiry

Just like any business letter, letter of inquiry has the following:
A. Heading or Letterhead
B. Inside Address
C. Salutation
D. Body of the Letter

First paragraph: It provides a background of your inquiry such as how, where and
when you first learned of the information. State your purpose in one or two
sentences.
Middle Paragraph: This section should specify the information you are seeking.
Final Paragraph: Express your expectation from your addressee and thank him in
advance for his favorable action.

E. Complimentary close
F. Signature

Format
The format of an inquiry letter follows any of the following most commonly used
formats: pure block, semi-block or modified block.
The format below illustrates the basic business letter content using the pure
block format.

________________
________________ Inside Address
________________

________________
________________
________________
________________

________________: Salutation
__________________FirstParagraph________________________________________________________
________________________________________________________________________________________
_______

_______________________MiddleParagraph________________________________________________
________________________________________________________________________________________
_________

_______________________FinalParagraph__________________________________________________
________________________________________________________________________________________
_________

__________________, Complimentary Close

__________________ Signature

Emails
Emails are less formal than letters, although there are still expectations for
appropriate and effective email communication. The formality is determined by the
sender’s familiarity and relationship to the receiver, the classification and objective of
the message to be sent, and other factors that shape the context of communication.

For more effective email communications, remember the following:

1. Be courteous. Courtesy does not only mean greeting, thanking, or using polite
expressions. It also means considering the feelings of the receiver, thus, the writer
needs to use the appropriate or positive one.
15
 2. Keep messages as concise and clear as possible.
3. proofread and spellcheck before sending.
4. Provide a short but descriptive subject line. The subject line will help the
receiver readily identify the content type and the urgency of the message.
5. Although some parts of the email are optional, it is enabling to know all the
other parts.

The parts of an email are explained below:

From: Name of person sending the email
Sent: Date and Time
To: Name of person sending the email
CC: Other person receiving the message
Bcc: Another person receiving the email without the other recipient knowing
Subject: Content (title) of the email
Attachment: document sent separately, not included in the email
Salutation: Greeting or opening
Body of the email: message
Closing: ending
Name/signature of the sender: name and title
Interview is a special type of purposive conversation. Interviews are classified into
different types according to purpose, but basic to all types of interview is to obtain
desired information.

Before the interview

1. Remember that if you are seeking for information from people, you are asking
them a favor; thus make appointments with your interviewee at their most convenient
time.
2. Prepare the list of questions.

During the interview

1. Be punctual.
2. Wear appropriate attire.
3. Observe good manners.
4. Speak clearly and be attentive.
5. If you have follow-up questions, ask politely. Ask the interviewee to
validate your notes.
6. Allow the interviewee sufficient time to answer.
7. Rephrase questions to clarify vague questions.
8. Acknowledge answers of the interviewee to assure him of your attention.
9. Graciously thank the interviewee for his time.

Parts of the interview

The opening includes the initial contact of the interviewer and the interviewee.
Rapport should be established by creating positive impression. Although introduction
might have been done during the appointment, introduce yourself briefly.
The body includes several questions to achieve your specific objectives.
The conclusion includes expressing gratitude and hope of meeting the
interviewee again in the future.

(Reference: Wakat, Geraldine S., [Link]. Purposive Communication. pp 41-49)

Module IV- Communication for Work Purposes
Lesson 1: Communication for Nurses: Writing Basic Patient Notes
Overview:
There are times when you are presented with a plethora of information and you
find yourself having difficulty recalling them all. What strategies must you do to be able
to systematically store and recall these information?

Remember:
Patient notes record the assessment or the patient 's condition before, during,
and after the treatment; hence, these notes can De Cassimea as initial notes, interim or
progress notes, and discharge notes.
Initial notes refer to the first or earliest assessment, interim or progress notes

16
refer to the assessment reports done in order to monitor the condition of the patient,
and discharge notes are reports given once medication is discontinued or the patient is
released from the hospital.

SOAP format is one way of organizing patient notes.

Subjective (assessment given by the family member or patient himself)
Objective (assessment seen by you or reflected in laboratory or other medical
reports)
Assessment (diagnosis)
Plan (procedures to be done to address the diagnosis)

C. Application
I realized that patient notes
are_____________________________________________________________________________________
________________________________________________________________________________________
__________________________________________________________
I, as a nurse responsible in writing patient notes,
should__________________________________________________________________________________
________________________________________________________________________________________
__________________________________________________________(Reference: Wakat, Geraldine
S., [Link]. Purposive Communication. pp 51-53)
Lesson 2: Communication for Journalists: Writing a Lead
Writing the opening paragraph of a news article or the lead is one of the most
challenging tasks. The manner of presenting the lead may be dissuade the readers
from reading the entire news article.
Perhaps, a traditional way of opening a news article is using the summary lead or
the straight lead (presenting the W’s and the H). Other types of lead include question
lead, quotation lead, funny lead anecdotal lead and descriptive lead.
Whatever type of lead you decide to use, remember to:
1. emphasize the most important details;
2. be specific and concise;
3. use active verbs as much as possible.
(Reference: Wakat, Geraldine S., [Link]. Purposive Communication. pp 54-56)

Lesson III- Communication for Tourism: Tour Guiding

Overview:
Traveling is one of the most exciting experiences that enrich human lives. The
quotes below express exactly what travel is.
"The use of traveling is to regulate imagination with reality, and instead of
thinking of how things may be, see them as they are."
-Samuel Johnson

“The world is a book, and those who do not travel read only one page."
-Saint Augustine

"Travel and change of place impart new vigor to the mind.” - Senec

You have probably been a traveler or a tourist once or twice. Do you find truth in
the quotes above or do you have an entirely different idea about what travels can?
As a tourist, you must have sought assistance from other people for directions
and advice in an unfamiliar place. Can you remember how you felt during that time?
There might also be travel moments you will never forget. What made these moments
unforgettable? Was it the beauty of the place or the experiences you had with people?
Tourism has become very relevant to almost all business industries. It has generated
the consumption of goods and servi1ces, thus, it has generated significant economic
17
gains to various businesses. The success of tourism business is determined not only on
the nature of business but also on the people involved. In tourism, tour guides play the
role of creating good impressions generate Word or mouth reputation which makes an
excellent free advertisement for any tourism business.

Tourism is travel for recreational, leisure or business purposes. Like other

businesses, tourism is highly perishable, Hotel with no booking, buses no passengers
lose their value. Promotion of tourism, therefore, is necessary to sustain the industry.
This is where tour guides contribute best.
Tour guides, to be effective, must possess good communication skills. In fact,
communication is their main tool.

Communicative Goals in Tour Guiding

1. Inform, remind and advise
This goal includes giving directions and commentaries, explaining itineraries,
reminding tourists of safety tips and security, describing weather conditions and
situations, challenges in the place etc.

2. Promote and persuade

One of the tour guide's main responsibilities is to sow interest in people to visit
places especially that of his/her own. The power to persuade people to visit a certain
place depends on several factors which include the promoter's choice of information to
give, the connection he as with clients and his attitude toward the place.

3. Clarify
Misinformation often leads to misunderstanding and confusion. Problems may
arise during travel due to circumstances beyond the tour guide's control. These
problems may force the tour guide to alter original plans. Such changes should be
communicated clearly to the tourists to avoid confusion.

4. Build rapport and relationships

Good conversations with tourists lead to good rapport. Good rapport reinforces
more business transactions and business network.

5. Gather feedback for improvement

Open communication with tourists is an avenue of evaluating the service
provided. Constructive feedback is used as basis for changes to improve tour guiding
services while positive feedback inspires tour guides to sustain the quality of their work.

Communication Tasks for Tour Guides

1. Receiving telephone calls
The way one handles a telephone may be the first impression that a company
makes on a prospective client. The tips below will help create a good impression.
 Always have a notepad and a pen near the telephone.
 Pick up the phone after two to three rings.
 Greet the caller and identify yourself and your enterprise.
Example: "Hello. Good morning. This is (your name) of Leisure Travel and
Tours"
 Ask what you can do for the caller.
Example: "How may I help you?
 Listen attentively.
 Write down the message for completeness and reference especially if the
message is to be relayed to another person or if the message is long.
 Express your joy of having answered the caller's query.
Example: "It's my pleasure to have answered your questions."
"You are welcome."
“Do call us if you have more questions.”
2. Preparing an itinerary
Itineraries are prepared primarily to estimate the time to be spent in each site
and to systematize the whole tour experience. With an itinerary, unnecessary delays
will be avoided.
An itinerary includes the following information: the time, places, and activities

3. Giving tour commentary

18
 A tour commentary is delivered while tourists are riding on a tour bus. The
commentary provides descriptions, history, trivia, anecdotes, and any relevant and
interesting information about the place being visited. A tour commentary enhances
tourist interest in and appreciation of the site. A tour guide, therefore, needs to master
all information that will make a tour commentary a very informative and effective one.
Preparation of a tour commentary requires a thorough knowledge and
understanding of the place; delivery requires practice.

Here are some suggestions for effective tour commentaries:

 Deliver tour commentaries at the right time. For example, while the bus is
approaching a site of interest, you will say, "Coming up on the right is the…
where…”
 Keep your commentaries light as tours are primarily for leisure.
 Adjust your pace according to the speed of the vehicle.
 Extend the commentary if necessary. Anecdotes and humor add life to the travel
experience of the tourists.
 Add personal and positive comments about the place.
 Do not write or read what you will say. Reading will make you a unprofessional
tour guide.

Communication Techniques in Dealing with Complaints

Although unpleasant, complaints signal to the service provider that he or she has
a chance to clarify, explain, apologize, and/or make up to the tourists what might have
gone wrong in the service.
The suggestion below may be of importance when the need arises.
 Acknowledge the tourists' right to complain.
 Express your empathy. Listen attentively and understand where they are
coming from.
 Act on their complaints as soon as possible.
 Offer an alternative plan/solution for problems.

(Tour guides should foresee possible tour problems so that an alternative plan is
always ready. Common tour problems include delays, vehicular malfunction,
unfavorable weather conditions, health issues, etc.)

 Follow through on the solutions.

Effective communication is integral component of successful tour guiding. Good

communication bridges almost all the gaps arising from differences; it mitigates and
solves problems; it builds genuine relationships among people of diverse cultures; and
it lays the foundation of understanding among people of both business and personal
relations. Effective communication reinforces customer satisfaction which generates
patronage.

(Reference: Wakat, Geraldine S., [Link]. Purposive Communication. pp 57-62)

Lesson IV- Communication for Teachers: Storytelling

Overview:
As future teachers, it is essential that you hone your craft in leadership and
teaching. You need to be able to use the language when you explain, describe, retell
interpret, plan, and give instructions and feedback. You need a good command of the
language when you attempt to develop the social language of your students for them to
communicate effectively in various activities like listening to stories, sharing
information, following directions, solving a problem in a conversation, and the like.

One of the responsibilities of teachers is stimulating their student’s imaginations

and understanding of the world. One approach that is commonly used is storytelling.
Stories, according to Aiex (1988), play significant roles in students’ growth and through
these, they would learn to appreciate literature.
Storytelling is a powerful way of communicating and conveying emotion by
improvisation or embellishment. It is the art of using language, voice, movements, and
gestures in order to reveal images and elements of the story to an audience. This is
often used by teachers, parents, and professionals to elaborate or convey messages, to
entertain, to educate, and to preserve culture.
19
 Reasons why storytelling is recommended as a strategy for teaching:

1. Cooter (1991) and Bla (1998) forwarded that the excitement and drama of
storytelling provide a context that holds students' attention. Stories are used
to motivate, create an immense interests, attracts listeners, and promotes
communication.
2. Stories are an enormous language treasure. Storytelling is one of the oldest
art of telling morals and thousands of these stories have been created and
passed down. Many old stories are regarded as the models of language and
treasures of the culture, from which learners at various language levels and age
groups can find suitable stories to read and tell.
3. Storytelling provides a lively atmosphere and a real life environment that
encourages the students to participate. When they listen to stories, they easily
can plunge into the plots and scenes and identify themselves among the
characters.

Reference: Wakat, Geraldine S., [Link]. Purposive Communication. pp 63-66)

Lesson V- Communication for Business and Trade

Overview:
In order to prepare you in the global work force, you must prepare yourselves to
the demand of the industry, and one way of achieving this is through enhancing your
English communication skills. As university students, you need to develop your
expertise on how to sell an idea in a product presentation, project proposal, and other
opportunities of making networks and connections in business. Enhancing your craft in
oral presentations will make you succeed in your future internships and future career.

A. Definition and Relevance

A SWOT analysis or a SWOT matrix is a diagram that shows an
organization's or person's key strengths, weaknesses, opportunities, and threats.
Doing this type of analysis, any organization, corporation, or company can
innovate or adapt new ways or strategies to put itself better in the corporate
world.

B. Internal factors VS External factors

1. Internal factors. Internal factors are things that we can control. An example
is when workers in a company spend time and effort on fixing computer Crashes.
As a solution to this problem, the employees could be trained or better software
could be purchased.
2. External factors are things we cannot control. For example is inflation rate of
goods due to government regulations.
C. Benefits of SWOT analysis

1. SWOT analyses identify any company or organization's capabilities and

resources. Moreover, they also provide a look on the organization's competitive
environment.
2. Based on the result of SWOT analysis, the company can create a better
marketing strategy.
3. A SWOT analysis can create a new venture or new opportunities for the
company especially the ones that are not yet explored.
4. This can be an aid for the managers and directors reduce threats by
understanding their company's current weaknesses.
5. This can be used by the people in a company as a planning technique
6. Individuals who like to develop their careers can do SWOT analysis for it
identifies their skills, opportunities, and abilities.

D. How to make SWOT analysis

20
 1. Make sure that the analysis heads to the right path or direction by defining
your objective. If your study focuses on what matters, this will eventually provide
you a right strategy.
2. Focus on the internal and external factors.
a. Strengths. Identify the things that do better in your company rather
than the competition. Are the people familiar to your products or brand?
What is vour competitive advantage? Which one from your internal
resources is doing best or the one that excels in all aspects of intellectual
property or human resources?

b. Weaknesses. In what areas are your competitors outclassing your

many? What holds your business back? Are there any things you can
avoid? Does your business lack something? Or weakness? For example, it
may not have enough suitably-skilled workers. This is an area that you can
control.

c. Opportunities. Opportunities can help your company grow. Can you

turn any changes in technology, laws, or society, for example, into an
opportunity? Consumers today are more aware of and interested in the
quality of life.

d. Threats. Are there obstacles stopping your company from growing?

What are these rules, regulations, or technology that impede your
business? Some aspects of society may also represent obstacles. Is
inflation rate a threat to the business?

E. Matrix
SWOT Analysis of a Coffee Shop

Strengths Weakness
 Close to  No experience in
universities and operating a
public transport business
 Cheaper products  Lack of funds for
offered other than the start-up of the
popular brands business
 Ambiance is good  Less popularity
for study and compared to well-
leisure known brands
 Growing demand
by different  Staffs to be

Opportunities
Threats
 New products and
 There are lots of
services are offered
popular coffee shops
for expansion of the
 There are also
market
competition with
 Brand franchising is
other coffee shops
also an opportunity
also starting-up
to expand business
 Market tastes are
 Co-branding or
changing
strategic alliance
 Price for coffee beans
with other firms
and other supplies
 Diverse target
may increase
market

21
(Reference: Wakat, Geraldine S., [Link]. Purposive Communication. pp 67-71)
Lesson VI- Writing Business and Technical Report

Overview:
A Report is a comprehensive document that covers all aspects of the subject
matter of study. It presents results of an experiment, investigation, research, o specific
audience.

Business and Technical

Reports

Classification Types Parts

Progress Reports  Cover Page

Sales Reports  Title Page
 Table of Contents
Personnel Evaluation
 List of Illustrations
Feasibility Reports
Formal  Executive
Literature Review Summary
Credit Reports  Main Body/
Informal
Informational Reports Findings/
Analytical Reports Discussions
Recommendation  Recommendations
Reports  References/
Research Reports Sources
Case Study Analysis  Appendices
Characteristics of a Report
1. It presents information not an argument.
2. It is meant to be scanned quickly by the reader.
3. It uses numbered headings and sub headings.
4. It is composed of short and concise paragraphs.
5. It uses graphic illustrations such as tables, graphs, pie charts, etc.
6. It may have an abstract or an executive summary.
7. It may or may not have references or bibliography.
8. It often contains recommendations and/or appendices.

Report Categories
I. The Informal Report
 It functions to inform, analyze, and recommend.
 It may be in the form of a memo, financial report, monthly activities report,
development report, research, etc.
 It is written according to an institution s style and rules. Introductory
and prefatory parts are not required.
 It is used for conveying routine messages.

Types of Informal Report

A. Progress report- written to provide information about the way a project is
developing

B. Sales activity- report helps a firm to understand about the progress of the
sales people and also identify the shortcomings

22
 C. Personnel evaluation- used by an organization to assess an employee's
performance

D. Financial report- presents formal record of the financial activities of a

business, person, or other entries

E. Feasibility report- assesses the viability of a new project, details whether or

not a project should be undertaken and the reasons for that decision; persuades
or helps the decision makers to choose between available options

F. Literature review- conveys to the readers the work already done and the
knowledge and ideas that have been already established on a particular topic of
research

G. Credit report-details report of an individual's credit history prepared by a

credit bureau (Credit bureaus collect information and create credit reports based
on that information, and lenders use the reports along with other details to
determine loan applicants' credit worthiness.)

II. The Formal Report

 It is an official report that contains a collection of detailed information, research,
and data necessary to make decisions.
 It is formal, complex and used at an official level.
 It is often a written account of a major project.
 It may be in the form of launching a new technology or a new project line, results
of a study or an experiment, a review of developments in the field, etc.

TYPES OF FORMAL REPORTS

Type Characteristics Examples

Informational  Provides data, facts,  Results of a research

Report feedback, and other types of on the rise of HIV
information without analysis patients
or recommendation
 Presents an update of an
operation, an information or
status of a current research
so readers can understand a
particular problem or
situation
Analytical Reports  It goes beyond just  Explanation of what
presenting results causes a
 Analytical reports presents phenomenon
results, analyze those results,  Presentation of the
and draw conclusions based results of a traffic
on those results. It attempts study showing
to describe why or how accidents at an
something happened and intersection
explains what it means - the report explains
what it means
 Explanation of the
potential results of a
particular course of
action
 Suggestion which
option, action, or
procedure is best
 Report writing on
monthly budgets,
staff absentees and
so on…
Recommendation  This type advocates a  Using treatment X is
Reports particular course of action. more efficient than
This usually presents the treatments Y and Z.
23
 results and conclusions that However, that does
support the not mean that you
recommendations. will use treatment X
 What should one do about a as cost and other
problem? considerations might
 Can a team do something? recommend
 Should one change treatment Y.
techniques, methods,
technology, or do something
else?
Research Reports  Most widely used report  Writing a report on
usually in university levels some product
development
 Report writing for
your competitor’s
activities
Case Study  Includes real life examples  Widely used in
Analysis Reports university level
competitions

PARTS OF A REPORT

Parts of a Brief Contents Language

Report Description Characteristic
s
Title Page Name of the - Name of the report in all
report caps (e.g. FINAL REPORT)
- Receiver’s name, title and factual
organization
- Team name and team
members
- Date submitted
(month/date/year)
The author/s and their
association/ organization
- No page number on the
title page (page 1 is
executive summary)

Table of contents What you find in - Show the beginning page

the report number where each report
heading appears in the factual
report
- Connect headings to page
numbers with dots
- Headings should be
grammatically parallel
- Include major section
headings and sub-headings
- No page number on TOC
page
Executive A summary of the - Should be no longer than
Summary report one page Factual, use of
- It provides the key third person,
recommendations and use of passive
conclusions, rather than a verbs
summary of the document
Introduction Background, - Briefly describe the
problem, context
approach, - Identify the general
definition of subject matter Factual, use of
special words - Describe the issue or third person,
used problem to be reported on use of passive
- State the specific verbs
questions the report
24
 answers
- Outline the scope of the
report
- Preview the report
structure
- Comment on the
limitations of the report and
any assumptions made.
Methods Methods or - For all types of research Factual, use of
procedure which provide third person,
led to the findings - Goal for each piece of use of passive
research verbs
- Data source
Findings Results, - The goal is to supply
investigation, proofs for conclusions
research and - Discuss, analyze, and Factual, use of
calculation interpret third person,
- Remember to report on all use of passive
your research, including verbs
interviews with client and
personal observations
- Support your findings with
new evidence
- Provide summary
paragraph of key findings
and their significance at end
of section
Conclusion Conclusion draw - Interpret and summarize Transitions
from the findings the findings signals such as
- Say what they mean it seems that,
Relate the conclusions to the results
the report issue/ problem indicate that, it
- Limit the conclusions to is probable
the data presented; do not that, etc.
introduce new material
- Be objective: avoid
exaggerating or
manipulating the data
Recommendation Things that - Make specific suggestions
should be done as for actions to solve the
a result report problem.
- Avoid conditional words
such as maybe and perhaps
- Present each suggestion
separately and begin with a
verb
- Number the
recommendations
- Describe how the
recommendations may be
implemented
Bibliography Books,
magazines,
journals, reports,
and other
references used
(Reference: Wakat, Geraldine S., [Link]. Purposive Communication. pp 72-79)

Lesson VII- Communication for Employment: The Resume

25
Overview:
In writing resume, you start by doing an inward assessment of yourself and by
asking questions, “How can I encourage the employer to pay attention to my resume?
and “What kind of resume should I use?” These questions may be your starting point in
fitting your qualifications, skills and experiences in creating your effective
advertisement.
What is a resume?
A resume is a persuasive summary of your qualifications for employment. If you
are in the job market, having a resume makes you look well organized and prepared to
your prospective employers. Together with this text is an application letter. Writing
these two is writing an advertisement selling your skills, talents, and abilities to the
employers who will likely sift through many applications to decide whom to grant an
interview.

Types of Resume

1. Print resumes are printed on paper for prospective employers to scrutinize.

They are designed to emphasize key information using bold or italic typeface.

2. Scannable resumes are designed to be read by computers; hence, they are

to
be formatted using single typeface or without italics or bold.

C. Features of a Resume

1. Organization
There are different ways on how you can organize your resume depending on
your goals, experiences, and qualifications. You can organize a resume chronologically,
functionally, or targeted.
a. Chronological resume is the general listing of all your academic and work
experience from the most recent to the oldest.

b. Functional resume is organized around various kinds of experience. If you

wish to demonstrate a lot of experience in more than one area and if you wish to
downplay dates, you may write this type of resume.

c. Targeted resume generally announces the specific goal up to top, just

beneath your name, and offers information selectively. You can show only the
experience and skills relevant to your goal.

2. Succinctness
A resume must be concise. Entries may not be written in sentences but should
be parallel. For instance, “Organized inventory records” rather than “I organized
inventory records.”

3. Comprehensiveness
A resume must present all important details that can gain the nod of the
prospective employer. Check all the information you provided- from the contact
information down the references. Make sure that all information are reflected correctly
and those whom you placed in the references know that you placed them as sources of
information for your employment before sending the resume.

4. Design
The resume should be reader-friendly and be professionally packaged. For print
resume, use appropriate spacing, section headings, and uniform typeface for each
headings. Scannable resume, on the other hand, shall only have one standard typeface.
Print Resume

26
Scannable Resume

27
(Reference: Wakat, Geraldine S., [Link]. Purposive Communication. pp 80-88)

Lesson VIII- Communication for Employment: The Application Letter

Overview:
Having no experience in the job or position identified in the advertisements may
be dreadful or frustrating for an applicant. Even though you do not have those
experiences, you would be able to get the job if you develop your personal brand which
you will be articulating not only in your resume and interview but also in your
application letter.

A. What is an Application Letter?

Your application letter is generally the first thing your prospective employers will
see and it should motivate them to read your resume. It provides a positive impression
since it contains your claims that you have the qualifications they are looking for.
An application letter serves as a formal introduction of yourself to vour
prospective employer. It goes with your resume, so you don't have to give much
information. It does, however, have to make favorable impression so you can get an
interview. This is achieved through how the letter is written and presented.

Below is an example of an application letter which cites details that are specifically
tailored to a particular position.

28
B. Features of an Application Letter
[Link]
In an application letter, you need to make clear why you're interested in the
position or the organization, to indicate what skills you possess that matches what the
company is looking for or to stipulate why the person you’re writing to should at least
want to meet you.

2. Pleasing Tone
When writing application, you need to go beyond simply stating your
accomplishments. Through your words, you need to demonstrate that you will be the
kind of employee the organization wants. Presentation is also important - your letter
should be neat and error-free.

3. Format
Application letter typically follows a prescribed format, which is a conventional
businesslike format. The most common is the block format shown in the examples. It
includes the writer's address, the date, the recipient's name and address, a salutation,
the message, a closing, and a signature.

C. Guidelines for Writing an Application Letter

1. Focus
Application letter is not personal and should not be chatty. Keep it focused: when
you're applying for a position, include only information relevant to the position. Don't
make your audience wade through irrelevant side issues.

2. Stay on topic
State the reason for the letter. Unlike essays, which develop a thesis over several
paragraphs, or emails, which announce their topic in a subject line, letters need to
explicitly introduce their reason for being written, usually in the first paragraph. When
you’re appplying for something, say so in the first sentence: “I am writing to apply for
the FASIN Scholarship for students majoring in accountancy.”

3. Think of your letter as an argument

When you're asking for a job, you’re making an ARGUMENT. You're making a
claim that you’re qualified for a certain position and you need to support your claim
with reasons and evidence. Franchesca Morales, for example, cites his education and
his work experience- and he offers to supply references who will support his application.

4. Choose an appropriate salutation

29
 If you know the person's name and title, use it: "Dear Attorney Lim." If you don’t
know the person's title, one good solution is to address him or her by first and last
name: "Dear Jean Chavez." If, as sometimes happens, you must write to an unknown
reader, use "Dear Sir or Madam." Another option might be to omit the salutation
completely in such situations and instead use a subject line, for example: "Subject:
Public Relations Internship Application." Whenever possible, though, write to a specific
person; call the organization and ask whom to write to. Once you've had an interview,
write to your interviewer.

5. Proofread
Few writing situations demand greater perfection than professional letters-
especially application letters. Employers receive dozens, sometimes hundreds, of
applications, and often can't look at them all. Typos, grammar errors, and other forms
of sloppiness prejudice readers against applicants: they're likely to think that if this
applicant can't take the time and care to PROOFREAD, how badly does he or she want
this position? To compete, strive for perfection.

(Reference: Wakat, Geraldine S., [Link]. Purposive Communication. pp 89-84)

Lesson IX- Communication within a Company: The Memorandum
Overview:
The word "memo" is derived from the Latin "memorare" “memorandus", and
means "to state" or "to tell". In an organization, it takes the form of a short official note
that one writes to a person or to several individuals such as members, faculty, heads of
offices and the like.

Regardless of the specific goal, memos are most effective when they connect the
purpose of the writer with the interests and needs of the reader. Memos most
frequently contain routine information.
Joe LoCicero (2007) offers a good example of when to use memos. He claims that
memos may inform the readers of:
a. Announcements for diverse occasions.
b. Changes such as policies, procedures or processes.
c. Confirmations of discussions, decisions and meetings.
d. Documents for submission such as reports, data, research and results of
survey.
e. Recommendations.
f. Requests for further information.
g. Solicitations for opinions.
Though memos are less formal than business letters, they must be crafted in an
effective way. Adelheid Thieme in her presentation for Arizona State University claims
that effective memos must be:
a. Civilized
b. Concise
c. Coherent
d. Compelling
e. Correct
(Reference: Wakat, Geraldine S., [Link]. Purposive Communication. pp 95-98)
Lesson X- Communication within a Company: The Minutes of Meeting

Overview:
Official written records of a meeting's proceedings are called minutes. They
serve an official record, aids in refreshing memories of participants, supplies
information to individuals who were not present, and help prepare members for
upcoming meetings. Unless law or policy mandate that verbatim records be kept,
minutes should be reports in summary form.
Minutes should succinctly and truthfully account all pertinent information that
transpired in a meeting. All motions and resolutions should be recorded word-for-word
as presented. Individuals presenting motions and resolutions should be identified by
name in the minutes. It is important to indicate that a motion was seconded, but the

30
name of the individual who seconds a motion need not be recorded. The outcome-
approval or defeat- should be included also.

Robert's New Rule of Order

Henry Martyn Robert worked in the Army. One day, he was tasked to be a
presiding officer for an important meeting in his community. Because he realized he
had no knowledge of presiding over a meeting, he knew he would be embarrassed. Yet,
despite his inability, he did his best to preside over the meeting.
Due to the nature of his job, he was exposed to different parliamentary chaos
across the United States. These experiences inspired him to study parliamentary books
and eventually create a rule book for parliamentary procedure. He then decided to
name the book Robert's Rule of Order.
Parts of a Minutes
Robert's Rule of Order (2005) recommends that minutes contain the following
items:
1. Committee or organizational name
2. Kind of meeting (regular board meeting, an annual meeting, a meeting of the
housing committee or a special meeting)
3. Date, location, and time of beginning and adjournment.
4. Names of the chair and secretary or their substitutes.
5. Names of all present members
6. Names of guests and their role in the meeting.
7. Reference to approval of last meeting's minutes.
8. Motions raised. Motions must be written as stated, including the member or
individual who raised the motion, and the vote's outcome.
9. Reports. Record the name of the report, the name of the member presenting it, and
any action taken on the report. If the report was in writing, attach it, or tell where
it may be found. An oral report may be summarized briefly.
10. Other special concerns from committees or individual members.
11. The signature of the secretary upon the approval of the minutes.

These parts may be vary depending on the purpose and formality of the meeting. Style
will also vary based on the parliamentary authority of the group or organization.

Sample of Minutes of the Meeting

Baguio City Association of Writers, Inc.

Second Officers' Meeting
Heritage Conference Hall
February 14, 2018
1:00-5:00 p.m.

1. CALL TO ORDER
President Jose called the meeting to order at 1:00 p.m. on February 14, 2018.

2. ROLL CALL AND DETERMINATION OF QUORUM

A quorum was established. The following members were present: Maggie Jose,
President; Jude Sy, Vice-President; Ana Li. Secretary; Annie Asan, Treasurer; Connie
Magtanggol, Member; Mark Kafagway, Member; Donna Belle, Member; Ann Caroy,
Member; and Shirley Soo, Member.
Absent: Durlyn Egmin, Past-President. Guests: Beck Wakit, Butch Ibanes, and Chong
Go.

3. APPROVAL OF THE MINUTES OF JANUARY 15, 2018 MEETING

Copies of the minutes of January 15, 2018, Association meeting were distributed to
the members prior to the February 14 meeting. The minutes were approved with one
correction: page 3, "...The selection of members for of sub- committee will be held
during the February 15, 2018 meeting...

4. COMMITTEE REPORTS
Scholarship Awards
Ana Li, the secretary, announced that the organization will be granting two 20,000
Php scholarships next year. Any student who will be studying Library Science at a
university level eligible to apply. Announcements and other pertinent documents will
be sent to all members. Al applications must be submitted by August 16, 2018.
31
5. OLD BUSINESS
Articles for the organization's yearly journal are due by June 19, 2018.

6. NEW BUSINESS
The organization's website does not seem to attract individuals and lacks a sense of
creativity. A committee was formed to look into the possible ways of improving the
website's aesthetics and content. Beck Wakit, the committee's chair, has assigned
Butch Ibanes to re-design the website. The committee's proposal will be forwarded to
the board for approval.

7. ADJOURNMENT
The meeting was adjourned at 5:00 p.m.

Prepared by:

Ana Tagle, Secretary

What should be excluded in the Minutes.

The minutes are a factual record of business. Robert’s Rule of Order (2005)
recommends that the following be excluded from a minutes:

1. Condemnation or honors: Criticism of members should not be recorded unless it

takes the form of an official motion. Expressions of gratitude should only be included
with the permission of the participants.

2. Discussion: Whatever statement was given by the members must be recorded

objectively.

3. Extended repeating of reports: Just hit the highpoints or key facts, mostly if there is
an attachment of a written report.

4. Opinions or judgments: Omit accounts like "a well-done report" or "a heated
discussion."

Who should write the Minutes?

The Minutes are documents significant to an organization. In any kind of

meeting, one must take the role of a note taker, a secretary, or a recorder.

The person who takes the meeting minutes is usually a member of the
organization or institution and takes note of the meeting proceedings while taking part
in the conference, assembly, session, or discussion.

In government or legal meetings, an outsider must be the note taker or recorder

to avoid biases and maintain impartiality. He or she, however, must have full
knowledge of the adapted parliamentary process to be able to effectively carry out the
role.

In some cases, the same person takes the minutes at each meeting. In others,
the role of minute taker passes from member to member or participant to participant.
The role of the recorder builds effective leadership skills, effective communication, and
full involvement of members.
(Reference: Wakat, Geraldine S., [Link]. Purposive Communication. pp 99-104)

Module V- Communication for Academic Purposes

Lesson 1: Avoiding Plagiarism

Overview:
With the multifarious information from the internet, books, and other reading
resources that will help you finish your academic papers, it is paramount that we how
you can avoid using somebody's words or ideas as your own.

32
 Let us first review how to quote, paraphrase, summarize, and to correctly cite
authorities.
Quotes, paraphrases, and summaries are introduced by signal phrases. The
tense of the verbs in the signal phrases depend on the conventions of the style (e.g.
APA, MLA) you are ascribing to.

Quoting is copying the words of the author and intertwining these words to your
own. Quoted statements, which are incorporated at the beginning, middle, or end part
of your paragraph are enclosed in quotation marks and are identified with the author's
family name, year of publication, and page number of the journal or book where the
quoted statement was lifted from.
Following the American Psychological Association (APA), 6th edition format,
quoted statements fewer than 40 words are incorporated in the texts and are enclosed
in quotation marks while statements composed of more than 40 words are set off as
block quotations and are not enclosed in quotation marks.

Less than 40 words

Plagiarism is defined as "the practice of claiming credits for the words, ideas, and
concepts of others" (American Psychological Association [APA], 2010, p170).

More than 40 words/ block quotation

Siagto-Wakat (2017) as certained:
Most of the data gathered in studies on language anxiety used verbal
communication under quantitative approach employing close-ended questionnaires
(Duxbury & Tsai, 2010; Hismanoglu, 2012; Hussain et al., 2011; Khodadady& Khajavw
2013: Matsuda, 2004; Marwan, 2007; Orbeta & San Jose, 2013; Ozururk & Hursen.
2013: Rajab et al., 2012; Smith & Schroth, 2014; Thevasigamoney& Yunus, 2014 Tum.
2012; Williams & Andrade, 2008; Wong 2012; Yahya, 2013; Yang, 2012). Other studies
utilized qualitative using open-ended questionnaire and interview (Khattak et al 2011:
Kocak, 2010), diary and semi-structured interview (Merc, 2011), semi-structured
interview (Riosat, 2011), or semi-structured interview and focus-group discussion
(Hashemi, 2011). Some stuaies aeived into mixed methods using closed- ended and
open-ended survey questionnaires (5erkleyen, 2009; Grant et al., 2014 Kondo & Ying-
Ling. 2004; Ozturk & GurbUz, 2013), close-ended questionnaires and interviews (Ohata,
2005; Rezaei & Jafari, 2014; Savasci, 2014; Suleimenova, 2013 Yalcin& Incecay, 014),
or close-ended questionnaire and focus-group discussion Klanit& Sroinan, 2012;
Pappamihiel, 2002). (p. 228)

For block quotes with more than two paragraphs, the first paragraph is not indented
while the succeeding paragraphs are indented. Also, if the block quote does not
introduce the author and year of publication, the name of the author, year of
publication, and page number are placed-at the last part of the quoted statement.

Paraphrasing entails using your own words and own style of writing to state another
author's idea. You may use a grammatical structure different from that of the original
text. Paraphrasing requires understanding the original text, setting it aside for you to
write your own text, then going back to the original text to check if what you have
written brought out the meaning intended by the author

Original Text:
The activities scheduled on March 19, 2018 for the Strawberry Festival celebration were
called off because of the stormy weather.

Acceptable Paraphrase:
Due to the inclement weather, the March 19, 2018 activities of the Strawberry Festival
were canceled.

Summarizing, on the other hand, warrants the articulation of the important

ideas of the original text in a compendious form. Hence, a research article can simply
be summarized in less than ten sentences.
The following research abstract adopted from Siagto-Wakat (2017) gives a
summary of a 15-page research article.

33
 This qualitative study explored the use of doodling to surface experiences in the
psychological phenomenon of language anxiety in an English classroom. It treated the
doodles of 192 freshmen from a premier university in Northern Luzon, Philippines.
Further, it made use of phenomenological reduction in analyzing the data gathered.
Findings reveal that doodling can be an effective tool in surfacing experiences or
psychological phenomena, such as language anxiety, although this may not De
generalizable. The gathered doodles show that English language learners go through
shimming and shaming experiences, specifically, buffing, baffling, shutting, sweating
and shivering, and shattering. The findings of the study can benefit teachers for they
can use doodling, a non-verbal tool, in generating the classroom experiences of their
students. More so, the anxiety experiences unveiled in this study will help language
teachers realize the impact of language anxiety on English language learners.

Using APA, 6th edition format, paraphrases and summaries are presented through in
text citation.

Examples:
Siagto-Wakat (2017) surfaced that students undergo shimming and shaming
experiences.
OR
In 2017, Siagto-Wakat surfaced that students undergo shimming and shaming
experiences.
OR
Students undergo shimming and shaming experiences (Siagto-Wakat, 2017).

For citations with two or more authors, the word and i1s spelled out if the names of
the authors are not enclosed in parenthesis while ampersand is used if the names of
the authors are enclosed in parenthesis.
Examples:
Heckler, Forde, and Bryan (2013) TOund that plagiarism depends on the kind of
assignment given to the students.
In 2013, Heckler, Forde, and Bryan found that plagiarism depends on the kind of
assignment given to the students.
Plagiarism depends on the kind of assignment given to the students (Heckler,
Forde, & Bryan, 2013).
(Reference: Wakat, Geraldine S., [Link]. Purposive Communication. pp 106-110)

Lesson 2: Writing a Research Proposal: The Topic Proposal

Overview:
A research entails a careful scientific investigation of a phenomenon through
synthesizing and analyzing research literatures in order to come up with a sound
problem and appropriate methodology to correctly gather data, organize, analyze, and
present the data or findings about this phenomenon.

Types of Research
1. Pure Research
2. Applied Research
3. Action Research
4. Policy Research

Kinds of Research Report

1. Academic research report
2. Research Article for Publication
3. Commissioned Research Report

Common Elements of a Research Report

1. Research Title
This presents the capsule of the study; hence, it should not be the first to be
written. It is recommended that a title should not be more than12 substantial words.
2. Abstract
Generally, a research abstract consists of 150 to 250 words. It presents the
research objectives and research problems, methodology, summary of the findings and

34
conclusions or further implications of the study. An abstract, which is written as a non-
indented single paragraph, is followed by three to six key words. The key words should
not be found in the title or abstract.

3. Introduction
The introduction presents a comprehensive review of research literatures in
order to identify a research gap where the objective of the current research will be
anchored from. It also presents the research problems and significance of the study.
The introduction must vividly discuss all the important key terms of the of the
research.
4. Methodology
The methodology must be carefully crafted according to the objective of the
study. A sound method leads to solid findings. The methodology must comprehensively
present the research design, participants and locale of the study data gathering tools,
data gathering procedure, treatment of the data, and research ethics employed in the
study.
5. Results/ Findings and Discussion
The results or findings of the study show the processed data and is presented
according to the research problems. A discussion follows after the presentation of the
findings. While corroborations are considered part of the discussion, these are
supposed to be presented moderately in order to highlight the discussion of the
findings and their implications.
6. Conclusions and Recommendations
Conclusions are considered as the extension of the findings while
recommendations are considered extension of the conclusion.
7. References
References list the sources or authorities cited in the study. These are presented
according to the prescribed format of the institution or of the publishing companies.
Note that only those that are cited on the research article should be listed on the
references.
Finalizing a research topic requires a lot of literature reading. Here are important
things that you need to do.
1. Decide on a topic you want to research on. Make sure that the topic is not very
broad nor very narrow.
2. Search for as many research articles about your chosen topic as you can.
3. Make a summary of the research articles using a repertory grid.
4. Evaluate the repertory grid. Figure out research gaps or areas of the topic that
are not explored. The research gap will be your basis in crafting your research
objective and research question.
5. If you have established your research gap and identified your research
objective and research question, you may already formulate your research title.

(Reference: Wakat, Geraldine S., [Link]. Purposive Communication. pp 111-116)

Lesson 3: Writing a Research Proposal: The Research Introduction

Module Overview:
Now that you have finalized your research topic, you are ready to write the first
draft of your research introduction.
Your introduction must present a comprehensive review of research literatures of
the key terms of your research title, establish the gap of your study and state the gap
of the study, the research objective, the research problem/s, and the significance of the
study. The significance, however, may not be always required by institutions or
publishing companies.

In presenting your research introduction, consider the format of your institution

or the style prescribed. You also have to consider your philosophical stance.
For the purpose of discussion in this lesson, let us look at one way of crafting and
presenting a research introduction. You may start by evaluating the research objective,
and research problem/s you have identified in lesson 2. Make sure that the important
concepts are captured by your title.
Identify the key terms in your title then make a working outline using the key
terms in your title. Revise your outline as needed.

35
Sample Title: Doodling the nerves: Surfacing language anxiety experiences in an
English language classroom
Key Terms: doodling, language anxiety, language anxiety experiences

Outline:
I. Language anxiety
A. Definition
B. Causes of language anxiety
C. Levels of language anxiety

II. Language anxiety experiences

A. Effects of language anxiety
B. Manifestations of language anxiety

III. Establishment of the gap

A. Methods used in studies on language anxiety (since this was the gap
previously identified based on the repertory grid)

IV. Statement of the gap

A. Definition of doodling/ doodles (the tool that will be used to address the
gap of the research)
B. Benefits of the tool
C. Studies conducted using the tool
V. Statement of the research objective

VI. Statement of the research problem

VII. Linking of the [Link] the study

After finalizing the outline, write its meat using the data on your repertory grid.
Remember to quote, paraphrase, summarize and correctly write the citations. If
needed, search for more research articles to comprehensively present a literature
review of your topic.
Writing the research introduction entails reading, re-reading, rewriting; hence,
you do not end up writing the research introduction in this lesson.

(Reference: Wakat, Geraldine S., [Link]. Purposive Communication. pp 117-119)

Lesson 4: Writing a Research Proposal: The Method

Module Overview:
Remember that the data that will answer your research problem depends on the
method. No matter how comprehensive and well-researched your introduction, gap,
and problems are if there is a problem on the method, the findings of the research may
not be solid or reliable.
A. Research Concepts
1. Research Approaches. Choosing the research approach quantitative,
qualitative or mixed - depends on the research problem, experiences, and
the audience or reader to whom the research is intended (Creswell, 2003).
Once you have identified the research approach suitable to your
experiences, and audience, you have to go back to your research problem
introduction. If your problem entails quantitative approach, you need to
write a hypothesis for your problem.

2. . Research Designs. Examples of research design or the strategy of

inquiry are experimental for quantitative: phenomenology, case study,
grounded theory, and narrative for qualitative: and sequential, concurrent
and transformative for mixed method.
3. Research Techniques. Examples of research techniques are rating
behaviors, field observation, close-ended measures and open-ended
measures (Creswell,2003).
B. Parts of the Method
Terms used in the method part of the research vary depending on the
approach or design used in the study or on the institution. When writing the sub-

36
 parts, always go back to the design and approach of your study. Usually, the
content of the sub-parts are as follows:
1. Design. This sub-part of the method states the approach and design or the
strategy of inquiry that will be used in the study. A definition of the design
according to an authority need be included. Explicitly discuss on this part if you
will be using triangulation.
2. Population and Locale. This is also termed as subject and study site or
selection and study site. This part presents the setting of the study, the number,
off respondents or key informants, the manner of choosing the respondents, and
the rationale behind the choice of the respondents and/ or the setting.
3. Data Gathering Tool. This is also termed as instruments, instrumentation, or
data measure. It presents the tools and the descriptions of the tools that will be
used in gathering the data. Examples include a validated interview guide that is
based on a-priori-code (e.g. for phenomenology) or a quantitative result (e.g.
sequential mixed method where quantitative data is gathered first), tape
recorder, video recorder, validated and reliability-tested survey/ close-ended
questionnaire, or likert scale and its descriptions.
4. Data Collection Procedure or Data Gathering Procedure. This part
presents the how or the steps that will be followed in order to collect data for the
study. For instance, if you will be conducting four classroom observations, you
need to indicate that the first observation will not be recorded because it may be
a part of a procedure to do away from "halo effect”. You may also need to
indicate the intervals of the observation. minutes of observation, etc. If you were
to use sequential mixed method, indicate which data will have to be collected
first quantitative or qualitative. Should you be using triangulation, discuss on this
part the sequencing of the gathering of the data using the techniques or designs
you have stated.
5. Data Analysis. This may also be termed data explication, mode of analysis or
treatment of data. This part shows how the data will be treated. It presents the
process of systematically applying statistical and/ or logical techniques to
describe and illustrate, condense and recap, and evaluate data. In a survey
research, for instance, formula that will be used in treating the data or the range
or quantitative interpretation of the likert scale that is placed in the tool need be
indicated on this part. The categorizing, coding and thematizing steps used for
qualitative data need be explicitly described on this area. If you would employ
sequential mixed method, indicate how you would treat the quantitative data
and the qualitative data.
6. Ethical Consideration. This is one of the most important parts of the method
for it addresses ethical concerns in research. At times, this part is lumped with
the data gathering procedure.

Lesson 5: Writing a Literary Analysis

Module Overview:
A literary analysis makes a point about a literary piece. It examines, questions
and evaluates a work of literature. The analysis may be on the plot, setting, characters,
tone, theme, etc.

Elements of Literature
These are some of the elements that can be the focus of a literary analysis.

TONE SETTING
Elements
Of
Literature
THEME CHARACTERS

37
 PLOT

Element Definition
Plot The series of events in the story-beginning, middle,
end

Character(s) The people/animals in the story who carry out the

action
Setting The where and when the story takes place

Theme The central belief of the story, usually something

abstract that unifies the
whole plot like love, friendship, etc.
Tone The attitude that a writer has towards the subject

Literary Criticism Approaches

Literary criticism 1s the comparison, analysis, interpretation and/or evaluation of
works of literature. It evaluates the value and merit of a literary work using certain
parameters, approaches or concepts in literature. Approaches to literary criticism are
used as bases of literary analysis.

LITERARY APPROACHES

Biological Theoretical
Approach Approach

Historical Psychological
Approach Approach

Gender Moralist
Approach Approach

Mythological Sociological
Approach Approach

Reader Formalist
Response Approach
Approach

Writing a Literary Analysis

1. The introduction should capture the reader's interest. You may use
quotation, question, vivid description, startling fact etc. as starter followed by an
introduction about and a summary of the literary piece. Lastly, your introduction
must clearly state a thesis statement.
The thesis statement must be specific, arguable, and focused on any of
the elements of the literary piece. It may also be anchored on an approach. The
approach may help you construct a thesis statement.

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 2. The body is the development of the thesis statement. Each paragraph in the
body has a topic sentence that supports the thesis statement, and each topic
sentence is elaborated with evidences.
3. The conclusion should echo the thesis statement. It should not be presenting
new ideas which were not developed in the body.
4. The references list entries cited in the literary analysis text.

Lesson 6: Writing a Political Analysis Paper

Module Overview:
The field of Political Science requires a good grasp of writing skills for different
purposes. Every now and then, people react to various political issues that emerge
Rallies, position papers, essays, editorial, and others are possible ways to voice out
one's understanding or stand regarding an issue or event in politics.

The field of political science covers vast topics from the old traditional structures
of political science to the most recent theories and practices in the said field. Extensive
knowledge in the history of world and international affairs, and good analytical skills are
vital requirements in political science.
A Political Science analysis paper:
1. answers questions pertaining to actions, procedures, and
implementation of politics
2. analyzes political events in the past and the present; and
3. investigates political phenomenon from diverse standpoints.
Requirements for a decent political analysis paper:
1. Vast understanding of local politics and international affairs
2. Extensive reading and research
3. Knowledge of the parts of a political analysis paper.
a. Introduction - defines political terms, states the motive and thesis
b. Body analyzes data, presents arguments in paragraphs, gives proof
c. Conclusion extrapolates the ideas stated in the body and makes counter
arguments
4. Objectivity of the writer or author
5. Citation and referencing
6. Formality of tone
7. Clear, concise, and well-structured sentences
8. Clearly-defined terms

Lesson 7: Academic Presentations

Module Overview:
An academic presentation is communicating one's knowledge to an audience.
Such communication is recognized through demonstrating their ongoing engagement
or non-engagement during the presentation by way of seeing the interactions ongoing
and understanding the structure of the emerging talk in order to understand the
manner a speaker delivers his talk.

The Three P's of an Academic Presentation

A. Plan
Planning is fundamental in all activities. Before preparing for your presentation,
set first your objective then evaluate your audience and context.

 Setting your Objective

What is your purpose in delivering an academic presentation? What should the
audience be able to learn or be able to do after your presentation? Setting a
clear objective will give clear direction of what you will present and how you will
present. For instance, your objective is for the grade 11 aspiring scientists to
learn how to dissect a frog properly. What appropriate materials will help you
effectively attain your goal? What are the things you need to prepare? What will
be the content of your presentation? What will be its flow?

 Evaluating your Audience

Knowing the profile of your audience will also influence the format, content, and
style of your presentation. Other than age, gender, and educational attainment,
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 you also need to consider religious and political beliefs, attitude, and preferences
of the audience.

 Evaluating the context

Evaluating the context entails looking at the environmental conditions or setting
of academic presentation. The time when you will be delivering your
presentation, the weather, and venue can affect your style of delivery and kind
of visuals. When the sun is at its peak, what color should you use in your visuals?
If you would deliver your presentation at 1:00 pm, what should be the tone of
your voice? How should you speak? If you were present in wide hall, would font
size 28 in a power point presentation suffice? If you were to deliver your
presentation in four to five minutes, how many slides would you prepare for a
power point presentation? How many seconds would you allot for each part of
your presentation?

B. Prepare
Now that you have set your objectives and evaluated your audience and the
context, it is time to prepare the content of and visuals for your presentation and
yourself as a presenter. An adage goes, failing to prepare is preparing to fail.

 Prepare the content

Similar to writing academic papers, the content of presentation includes
introduction, body, and conclusion.

At the onset, establish a positive impression. Note that the introduction should
not be lengthy. It should just be enough to win the attention of your audience
and to introduce the topic of your presentation.

The body is the meat of your presentation. Before, during, and after scribbling
the body of your presentation, refer back to the objective of your presentation.
What part of the body do you need to amplify? Which need be abridged?

The conclusion is the last part of your presentation; hence, it should leave a
positive mark on your audience. A weak conclusion can affect negatively your
presentation.

Review the content of your presentation. Will the content address the objective
that you have set? Check on areas which may not be clear or which may need
more examples. Revise the content as needed.

After reviewing, prepare for possible questions that the audience may ask.

 Prepare the Visuals

Remember that you use visual aids to help you achieve your goal. They are to
enhance and not to distract the presentation; hence, it is very important that you
choose an appropriate material. f you were to present a research proposal, would
a power point presentation help you deliver the proposal? Does your
presentation need to be very textual? Do you need handouts, figures, charts, or
graphs?

The points to consider in preparing your slides for multimedia presentation

include:
1. Font size and type
2. Color
3. Background
4. Animation or transition
5. Images
6. Time allotment for each slide or part of presentation

 Prepare Yourself
One of the most forgotten aspects of preparation is preparing self as a presenter.
Do not forget that it is equally important to prepare yourself to go to war. A
newly sharpened spear or a high caliber ammunition does not win war if the
soldier is not physically, psychologically and emotionally prepared.
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 If you were the clown of the class and you were required to present a research
proposal, what would you do so that your classmates would believe you? Would
you prepare a formal attire with light color? Note that if you would like to
command respect, wear a collared and dark colored upper garment. Do you need
to clip your hair?

To avoid being racked by the intensity eight quaking of knees, practice your
presentation with your visuals. Familiarize yourself with the content and
transition of the slides if you prepared a power point presentation. If you opt to
use a clicker, practice with the clicker.

Remember to stay in one area and to avoid crossing over the projected visual.
Also note that the posted or projected visual is not your background. Practice
how to work with your visual and communicate its content to your audience. That
is, refer to your visual and convey its message. You may use lines such as The
next slide presents... In short, part of your preparation is to identify an area
where you are comfortable and to establish relationship with your visuals and
your audience. Are you more comfortable speaking with your visuals at your left
side? How will you involve your audience in your presentation?

When you commit mistakes in delivering your lines during practice, do not go
back to the first part of presentation. Learn to recover from your lapse by
delivering ad lib.

You may use the video recorder of your phone to record your practice then
evaluate your presentation. Do you have mannerisms to minimize? Are your
words clear enough to be understood? Were you able to deliver your
presentation within the required span of time? Practice as many times and
record all your practice sessions to check on your improvements.

C. Present
During the day of your presentation, go. to the venue earlier and check on the
multimedia projector or the things that you need for your visuals. Having small talks
with your audience before your presentation may also help lessen your anxiety. Survey
the room for friendly faces. Look at these friendly faces during your presentation but
make sure to balance the distribution of your attention.

While you might have prepared well for the presentation, inevitable
circumstances, such as reactions of your audience, may not permit you to finish your
delivery on time. Keep track of your time but do not be rattled by the motion of the
time keeper. You may skim on your slides and highlight only on the slides that need be
focused on.

Do not forget to answer the questions of your audience honesty and courteously
then extend your sincere gratitude to the them

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