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Chapter 4

Communication for Various Purposes

At the end of the chapter, you should be able to:
1. convey ideas through audio-visual and/ or web-based presentations for different target
audiences in local and global settings using appropriate registers;
2. create clear, coherent and effective communication materials;
3. present ideas persuasively using appropriate language registers, tone, facial expressions
and gestures;
4. adopt awareness of audience and context in presenting ideas.

TOPIC 1. FUNDAMENTALS OF ESSAY WRITING

Specific Learning Outcomes:

1. Review the fundamental concepts underlying effective communication.
2. Demonstrate understanding of the conventions of writing an essay.
3. Appreciate the value of clearly explaining a phenomenon in written discourse.
4. Write an argumentative essay on a pressing issue in field of specialization.
5. Develop multimodal materials reflective of solutions to an issue.

TOPIC 2. CONFIDENCE IN ORAL PRESENTATIONS

Specific Learning Outcomes:

1. Review the public speaking essentials.
2. Prepare effective introduction and conclusion for a presentation to create lasting
impressions.
3. Critique an oral presentation.

================================================================
Introduction

Understanding the several foundations of successful

communication as purpose, knowledge of audience and the organization
of ideas allows one to thrive whether in written or in spoken discourses.

A. Knowing the Purpose

Engage
Every essay or speech should have a specific purpose, an exact statement of
what one wants the audience to understand, do or believe.

As a guiding question, “why are you writing or speaking?” One may wish to
entertain the audience, to inform of something he or she feels should be known or
understood better, or to persuade audience members to change their viewpoint on how
they feel about a certain issue. One’s purpose however may overlap, depending on the
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intended meaning; this may cover entertaining, informing, and persuading altogether.
Notably, the same frames the vocabulary, language, and tone used to communicate.

B. Knowing the Audience

Equally important is an awareness of the audience (readers or listeners) - that

is, to whom one will write or speak. Knowledge of the purpose and the audience go
hand in hand. Clearly, it is the audience who one may teach, instruct or entertain. Note
that effective writers and speakers analyze the audience’s needs.

The level of formality and intimacy are also determined by the audience. This is
manifested by the vocabulary employed affecting tone- the attitude conveyed.

C. Organizing Ideas

Having known the purpose for writing and/or speaking and to whom the process
is directed (audience), one also has to consider another critical foundation which is the
organization of ideas. Organization basically refers to the way one puts something
together.

Consider creating an outline- a diagram that shows how the intended content
will be organized. The outline helps organize what one intends to write or say. It helps
ensure which vital information should be placed in the presentation further ensuring
that the content leads to the fulfilment of the purpose initially set. Finally, this may
literally serve as a checklist, crossing off items after inclusion in the essay or speech.

FOCUS PRINCIPLES for Writing and Speaking

Focused : address the issue, the whole issue and nothing but the issue.
Organized : systematically present your information and ideas.
Clear : communicate with clarity and make each word count.
Understanding: understanding your audience and expectations.
Supported : use logic and support to make your point.

D. Basic Communication Principles

To aid in becoming an effective communicator, whether through written or

spoken means, one has to master principles such as the following.

1. Be Clear
Make the meaning clear by using definite, specific, and concrete
language.
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2. Use Familiar Words

The goal is to communicate the message, not to confuse the
audience.

3. Eliminate Clutter
Make sure the sentences do not contain unnecessary words as the
paragraphs do not contain unnecessary sentences.

4. Stay Active
Write and speak in the active voice; note that this is usually more
direct and compelling than the passive voice.

5. Put Statements in Positive Form

Tell readers or audience what is happening; don’t center on sharing
only those which should not be done.

6. Use Parallel Structure

Use the same grammatical forms for expressions that are part of a
group. Note that parallel structure comes down to consistency.

E. Suggested Ways of Disseminating Information

1. Publishing information in newspapers and/or issuing a press release.

2. Disseminating information through an individual or an organization’s
website (blogs and emails among others).
3. Sharing information through social media or on an organization’s website
(social networking sites).
4. Publishing Program or Policy Briefs.
5. Publishing project findings in journals and publications.
6. Presenting in national conferences and meetings.
7. Presenting program result to local community groups.
8. Creating tool `kits of training materials and curricula for communities.
9. Public service announcements.
10. Creating and distributing materials such as posters, guides, DVDs and the
like.
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TOPIC 1. FUNDAMENTALS OF ESSAY WRITING

Task 1. Reflect on the tips forwarded by the poem below entitled “Tips for
Writers”. Rewrite the poem following these.

Tips for Writers

- Anonymous

Don’t use no double negatives.

Make each pronoun agree with their antecedent.
Join clauses correctly, like a conjunction should.
Verbs has to agree with their subjects.
Don’t write run on sentences they are hard to read.
Don’t use commas, which aren’t necessary.
Try not to ever split infinitives.
Correct speling is essential.
Proofread your writing to check if any words out.
A preposition is a poor word to end a sentence with.
Don’t be redundant.

Tips for Writers

- Anonymous

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Explore

Brainstorming

For successful essay writing, one must present thoughtful and logical arguments
for the cause advocated. Essentially, this must be supported with data claims and
examples.

Brainstorming is one of the great ways to gather ideas before writing. Consider
writing down ideas that come to mind about the topic. Given these, construct the ideas
in ways that support the arguments.

Given a topic of your choice, do a cluster diagram to facilitate and structure the
ideas to be considered suppose you will be asked to write an essay. Be guided by the
template below; use extra sheets is necessary.

Task 2. Brainstorm around the main idea and come up with sub-topics related to
it. Place them around the center. Note that you may further brainstorm around the sub-
topics.

Sub-
sub-
topic 1

Sub-
topic 1

Main
Topic

Sub- Sub-
topic 2 topic 3
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Explain

I. UNDERSTANDING THE ESSAY

The main goal in writing (or speaking) is to share meaning, and in doing so, one
informs, persuades or entertains. It is important to communicate the message to the audience
clearly and without distractions that can occur from wordy sentences, incorrect spelling and
grammatical errors.

A. Making an Argument

In the context of essay writing, arguments may be understood as “reasons given

in proof or rebuttal” where reasons are defined as “statements offered in explanation or
justification.” Directly said, these are explanations in support of viewpoints.

Essays are examples of written works that address “why” questions

consequently offering explanations. Given varied writing approaches, particular topics
are explained the readers. Understanding that essays meant to inform or educate and
persuade the readers, convincing and adequate support for the explanations should then
be provided.

B. Establishing Topic Sentences

A topic sentence introduces the main idea of a paragraph. The arguments serve
as the backbone for the essay and may become the topic sentences for the three body
paragraphs.

Task 3. Given an outline with the topic sentences in an essay prototype, may consider
this:
Topic:
Brainstorming Results (summarized in three general statements):
1. ______________________________________________________
2. ___________________________________________________________
3. ______________________________________________________

I. Opening Paragraph

II. Three- Paragraph Body (3 Paragraphs)

A. 1st Paragraph: Brainstorming Result 1 serving as Topic Sentence 1
B. 2nd Paragraph: Brainstorming Result 2 serving as Topic Sentence 2
C. 3rd Paragraph: Brainstorming Result 3 serving as Topic Sentence 3

III. Concluding Paragraph

C. Crafting Opening Paragraphs
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C. Crafting Opening Paragraph

The first few sentences intend to grab the reader with an “unexpected or dramatic
scenario or story.” Reviewing the primary purposes of an essay which are to inform
(teach) and to persuade (attempt to change someone’s mind about an issue), efforts
should focus on taking the readers’ attention and sustaining this. Distinctly, the opening
paragraph should contain a thesis statement.

The thesis statement is the “central message” of an essay or the essay’s “main
idea” in general; this may be captured in a single sentence. Interestingly, this can also
be more detailed- giving the readers an even clearer picture of the essay. It can contain
a blueprint, which is a list of ideas in the topic sentences.

A thesis statement that starts with a general sentence and narrowed through
different points (topic sentences) is found to be ideal. It introduces the main idea and
directs to what will become the three topic sentences that begin the body paragraphs.

Note on the following common grammatical considerations to improve

accuracy and credibility of writing.

Comma Splice

Sample sentence: Cadet Simpson picked up the box of Meals Ready to

Eat, she helped prepare meals for several cadets.

Analysis: The comma joins two independent clauses that could easily
stand alone as separate sentences. To remedy, make each clause a
separate sentence or use a conjunction such as “and” after the
comma.

Run-on Sentence

Sample sentence: The search-and-rescue (SAR) lasted several days all

the cadets were exhausted by the end of the week.

Analysis: The first independent clause ended with the word “days,” but
the sentences runs on without punctuation. The error is easily
remedied by placing a period after “days” and starting a new
sentence with the word “all,” which would be capitalized.

Pronoun- Antecedent Disagreement

Sample Sentence: A cadet must attend an encampment in order to

secure their award.

Analysis: The pronoun “their” refers back to “cadet,” but the words
disagree in number. “Cadet” is singular and “their” is plural. May
consider using singular pronouns if not pluralize the “cadet”.
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D. Using Transitions in Body Paragraphs

Note that a typical essay contains at least three segments (paragraphs), each
with different topic sentences but guided by one central idea. Transitions will be helpful
in connecting the main points so that the essay flows from one point to the next.

Transitions tell the audience when one has finished relating one idea and is
switching to a new thought. These are phrases like “in addition to”, “however” and
“therefore,” which also indicate using logic or thinking in the presentation.
“Therefore,” for instance indicates having presented several ideas that, taking together,
lead to a certain conclusion.

Transitions perform double duty, working within the paragraphs and in

between paragraphs.

E. Anticipating and Refuting Objections

Objections and disagreements which are reasons or arguments presented in

opposition should be anticipated. Understanding that not everyone will agree with
one’s writing (or speech) demonstrates maturity. To balance between arguments and
potential disagreements, one may anticipate the most likely point of disagreement and
use the opportunity to provide additional support for the thesis.

In the end, writers show respect for others- even those who may oppose them- by
admitting that their thesis may not be flawless, but they can still use the objection(s) to
further their own cause.

F. Concluding

The conclusion reiterates the thesis/ thesis statement utilizing different words.
This covers restatement of the main points (topic sentences) in unique and memorable
ways to end the essay.

II. ARGUMENTATIVE ESSAY

Argumentative essays, while these follow the principles of essay writing as specified
in the above overview, share some research processes.

Comparable with blogs that aim to entertain, instruct, inform and persuade with or
without research support, argumentative essays need research to support the writer’s claim or
position. Readers expect the presentation of a clear stand on an issue that has at least two sides.
The purpose is to present well-reasoned conclusions in order to persuade the audience to accept
or at least seriously consider a point of view.
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A. Steps in Writing an Argumentative Essay

Broadly illustrated, the following steps may be undertaken.

1. Decide on an issue which you wish to work on.

a. Check on an issue that has two opposing viewpoints (interesting and
debatable).
b. Translate the topic into a research question.

For instance, an issue on taking a position concerning waste segregation,

such topic may be translated to:

Why should the practice of proper waste segregation be instituted in the

barangay?

2. Prepare list of possible sources.

a. Decide on the acceptability of sources considering relevance, reliability,
recency of facts and figures contained and the like.

3. Read through the sources identified and take research notes.

a. Endeavor to find answers to the research question from the sources; may
consider searching for other sources until enough support is obtained.
b. Note on the three kinds of notes as paraphrases, summaries and direct
quotations.

Paraphrasing is done when one uses his/her own words in taking down
notes. Summarizing is taking the gist given that the information provided in
the source is lengthy. Taking the essential thoughts, may consider copying
verbatim or exactly what is presented in the source. Essentially, whatever
the type of noting done, don’t fail to cite the source.

4. Formulate the thesis statement for the essay.

a. In this essence, the thesis statement expresses the writer’s stand on the
issue/ topic.
b. Present strong position that is supported by evidence.

The evidence may include:

 Facts: data that have been objectively proven and are generally
accepted (such as historical facts, scientific data, statistics and
the like).
 Examples: should be sufficient number of examples to prove the
case.
 Support from authority.
 Opinions of experts.
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5. Write an outline.
a. This should contain all the main points in the essay- for both the writer’s
arguments and opposing arguments. So that, given a guide, refer to the
table below.

Thesis Statement
Writer’s Arguments Opposing Arguments
Specific Support Specific Support
Sources for the Support Sources for the Support

6. Write the essay strictly observing citation conventions.

a. Increase formality of the argumentative essay by investing on a third-
person point-of-view.

Elaborate

Task 4. As an exercise, read the prototype essay below and answer the questions that follow.
In the course of reading, consider dissecting the parts based on the conventions earlier
discussed.

Earth Day at 50: Lessons for the Post-Coronavirus World

- Renzo Guinto

Today is the 5oth anniversary of Earth Day. First launched in the United States on
April 22, 1970, this annual event highlights the constant need for global collective action
to address our pressing environmental challenges, many of which are products of our own
doing. Since the first Earth Day, significant progress has been achieved- countries have
established national environmental protection agencies, domestic laws for cleaner air and
water have been passed by parliaments, and international treaties for the ozone layer,
biodiversity, and the global climate have been signed. Of course, much more still needs to
be accomplished so we can leave a more sustainable planet for generations to come.

Unfortunately, this year’s golden commemoration falls in the middle of a global

pandemic. Unlike in the first 49 years, this Earth Day will see no street marches, press
conferences, or tree planting events. COVID-19 made today a different kind of Earth Day-
however, it does not mean we cannot turn it into something historic, meaningful and
consequential. Inside our homes during this time of worldwide quarantine, we can
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meditate with the earth, harvest new lessons, and make blood pledges for the post- COVID
world.

What this pandemic is teaching us is that disrespect for the Earth has dire
consequences for human health and wellbeing. COVID-19 is a zoonosis, which simply
means an infectious disease transferred from animals to humans. Recent studies have
shown that SARS-Cov-2, the virus that causes COVID-19, came from bats and is
transferred to humans by an intermediate host animal such as pangolins, which are some
of the world’s most critically endangered species and also the most trafficked animals in
the planet. Unfortunately, consumption of pangolins and other wild animals for food and
other purposes is still rampant in places like China and neighboring Asian countries.
Meanwhile, rapid urbanization is resulting in the encroachment of forest ecosystems by
cities, which tighten the interface between humans and wild animals. If we want to reduce
the risk of another zoonotic epidemic in the future, wildlife consumption must be stopped,
and a major rethink about urbanization in the post-COVID era is necessary.

COVID-19 is also showing us how environmental inequalities are deeply

intertwined with health inequities; therefore, a combined approach to addressing the two
is crucial in building pandemic- resistant societies. Not only the elderly and those with
pre-existing conditions face higher risk of dying from COVID-19, but also those exposed
to significant air pollution which weaken the lungs and render them susceptible to
infection. Those who are suffering the most with the unintended consequences of extreme
social distancing measures are those without access to comfortable housing, clean water,
or nutritious food; take for example those who live in urban slums in the Philippines and
other developing countries. Social and environmental privileges protect only a few and
leave the majority of the population behind. Therefore, acting on the environmental
determinants of health not just for some but for all is preventive medicine for future
outbreaks.

We must also not be deceived by the mirage of environmental improvement

peddled in our social media newsfeed. Indeed, societal lockdown and economic shutdown
helped clear our skies and streams, reduced carbon emissions, and encouraged wild
animals to wander around our cities. However, we must remember that these temporary
gains for the environment are reaped at a massive human cost- not to mention they are
probably not going to be sustained. These developments are not a cause for premature
celebration; instead, they serve as a cautionary tale- that abrupt shocks such as a pandemic
or the subsequent economic pause generate catastrophic impact for people even if they
appear beneficial for the planet. Rather than wait for another sudden disruption of this
scale, we must choose the path of gradual and planned transformation that decarbonizes
the economy, promotes human health, and protects vulnerable at the same time.

The societal response to pandemics also leaves an ecological footprint. It is

understandable that in the early phase of an epidemic, environmental considerations may
be put to side. However, once the public health strategy has been refined through iteration
and repetition, environmental consequences must then be taken into account in the same
manner we are preparing for our actions’ social and economic side effects. The widespread
use of disposable masks may be adding to ocean plastic pollution; a pandemic crisis is
therefore not an excuse for skipping good solid waste management practices. Proper
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disposal of personal protective equipment (PPE) and other materials used in healthcare
provision must also be instituted- before they become a new source of both infection and
pollution.

Finally, our journey to post-COVID era, no matter how long it might be, must
embrace a different narrative- not that of return to old dirty habits, but of transition to a
new realm that gives priority to the health of people and the planet. As the great Indian
writer Arundhati Roy said of pandemics, “It is a portal, a gateway between one world and
the next.” This is right time to begin considering new models of development such as the
Doughnut Economy- one that meets basic human needs while respecting planetary
boundaries; the City of Amsterdam in the Netherlands just recently adopted it as their
post-pandemic exit plan.

We are now given a bit more time to revise our global strategy for long-term
environmental protection. The global COVID-19 response, imperfect it may be, is
demonstrating that rapid collaborative action on a planetary scale is possible; hence, there
is hope for the climate. A holistic approach that integrates promoting human health and
protecting ecological integrity must inform our blueprint for the post- COVID world.

1. How does the author introduce the topic of his essay?

2. What exactly is the phenomenon being addressed?

3. What explanations were provided for this phenomenon? Summarize the points in three
sentences.

4. Was there an issue introduced? What solution/s was/were offered to address this?
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5. How does the author end the essay?

6. Identify the transition statements and explain how these were used.

Evaluate

Task 5. For your exercise, write a 600- 750 word argumentative essay on a pressing issue in
your field of specialization following the steps specified. Apart from explaining the issue and
providing research results in support of the arguments, solution(s) should be given in your
capacity as a student. The essay should contain complete parts such as an introduction, body,
and conclusion. The introduction and the conclusion should not be longer than two paragraphs.
To facilitate smooth writing of the essay leading to solutions to the issue, follow the guide
provided below.

Issue or Topic:
(Note that the issue or topic to be worked on should be a pressing concern in your field of
specialization towards a solution that you may offer as a student. Example: Bullying in the
Education Field and Managing Health Care Wastes in the Nursing Field.)

 _________________________________________________________________

Research Question based on the Topic:

(May consider having only one (1) research question stated in a way that presents two opposing
viewpoints.)

 ________________________________________________________________
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List of Sources:
(Scout possible sources for the data to be used in the essay, may consider exploring Google Scholar
for research support. Meanwhile, the following are NOT considered: any religious reference, work
of literature, dictionary, personal blogs or diary entries, and Wikipedia.
 ________________________________________________________________
 ________________________________________________________________
 ________________________________________________________________
 ________________________________________________________________
 ________________________________________________________________
 ________________________________________________________________
 ________________________________________________________________
 ________________________________________________________________
 ________________________________________________________________
 ______________________________________________________________________

(Search on various sources until desired answers have been obtained. To insure complete citation
of sources, note on the complete bibliographical entry upon encounter of these. Use extra sheet as
necessary.)

Notes Obtained from the Sources

(Lift significant statements from the sources found and classify these as to type: paraphrase,
summaries, and direct quotation. Use extra sheets as needed.)
 

 

 

 

 

 

 
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 

 

Thesis Statement

 _________________________________________________________________

Essay Outline
(This outline guides you in writing the argumentative essay.)
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Final Argumentative Essay

Title: _______________________________________________________

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Criteria:
 Content 20 pts.
 Does the essay have a clear stand or thesis?
 Does the author provide convincing explanation and adequate research
support for the claims?
 Are there evidences of in-text citations?
 Organization 10pts.
 Are the ideas presented in a logical and organized manner?
 Does the author employ appropriate transition statements?
 Citation Conventions 10 pts.
 Does the author provide a complete and accurate list of sources used in
the essay?
 Language and Mechanics 10 pts.
 Does the essay account for correct grammar and mechanics?