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 Introduction

COMMUNICATION PROCESSES, PRINCIPLES AND ETHICS

Lesson 1
Introduction

Communication attracts differences of people with different cultures in

establishing good relationship in many situations-may it be friendly or business in
nature. The age of time has established different ways of connecting people from
different settings all over the world; at this time technology is in demand and
communication is modernized. The face-to-face conversation of people has been
mixed-up with technological means. Through these varied ways in communication,
communication style also changes. The use of social media has become one of the
ways of which people use to express their feelings and as a means of their
communication. People have become modernized to inform, persuade and influence
others in any means which technology continuously develops. What people may
expect on the years to come is the more advanced ways of communication.

Learning Outcomes

At the end of the lesson, you should be able to:

a. describe communication process viewed from different models;

b. demonstrate the changes of communication through times; and

c. adopt cultural differences to effective communication.

Learning Content

1. ELEMENTS OF COMMUNICATION

➢ The elements of communication are present in any ways of delivery.

a. Source

A message is crafted through a sender who initiates the communication process. It

can be an author of a book, a public speaker, or a teacher who discusses a lesson.

b. Message

Communication is delivered through a message send by the speaker to the receiver.

c. Channel

Channel is the means of communication. Examples are phone in calls and letters
sent in business transactions. To have an effective communication, communicators
should select the best means of communication.
 d. Receiver

When the message is sent by the sender it is received by the recipient. A receiver
can be an audience in a symposium, a reader who receives the letter or a pedestrian
who reads road signs.

e. Feedback

An understood message is confirmed through the response of the receiver.

Feedbacks may be written, spoken or acted out such as thumbs up given by a
listener.

f. Environment

The sender and receiver’s feelings, mood, place and mindset are called environment.
Both sender and receiver have to consider the setting where communication takes
place. This factor may also hinder effective communication where barriers may
interfere such as noise from the buses or poor signal in phone calls.

g. Context

The meaning conveyed from the message sent by the sender to the receiver is called
context. It is necessary that both the encoder and decoder share common
understanding to achieve effective communication.

h. Interference

Interferences or barriers prevent effective communication. These are factors that

hinder the communication process.

➢ The following are the types of barriers in communication:

a. Psychological barriers

These are thoughts that hamper the interpreted message received by the receiver
such as dizziness of the listener while the teacher lectures or when the listener is
preoccupied by some other things while listening to the speaker.

b. Physical barriers

These are stimuli from the environment which disrupt communication, weather or
climate conditions and physical health of the communicator.

c. Linguistic and cultural barriers

Word differences are present in different cultures which may result to ineffective
communication.

d. Mechanical barriers

These are interferences which affect channels to transmit the message such as poor
signal or low battery consumption of mobile phones while calling.
2. COMMUNICATION MODELS

Several models in communication are introduced to understand the different

settings and contexts in which communication takes place. Since communication
happen in different settings whether face-to-face or technological, verbal or non-
verbal, these models expose how the process is undergone in different mediums.

The earliest model that structures how public speaking is undergone is

explained through Aristotle’s model of communication. In this model, Aristotle
identified the five elements which compose the communication process which are the
speaker, speech occasion, audience and effect. This model is speaker-centered
which results the audience as passive. The effect of the speech delivered by the
speaker to the audience in an occasion is that either the listeners be persuaded or
not; in this case the communication becomes one-way delivery because feedback
from the audience is not expected.

Technological model of communication process is explained by the

proponents Claude Shannon and Warren Weaver known as Shannon-Weaver’s
model of Communication (Flores, 2016). This model was developed because of the
technological invention of telephone. Six elements of communication are identified in
this model: sender, encoder, channel, noise, decoder, receiver, and feedback. In
comparison to the basic elements of communication, this model specifies that the
sender and encoder do not function similarly. Technologically, in telephone calls the
caller functions as the sender while the encoder is the telephone that turns the
caller’s voice into series of binary data packages which is sent down to the telephone
lines. The telephone wire works as channel and the telephone which the receiver
uses to receive the message becomes the decoder and the destination of the call is
the receiver. The noise present in the channel may interrupt the communication
process which results to poor communication. With this, the receiver may respond
that he/she wasn’t able to understand what the caller had sent.

4
 The two-way street flow of communication in which a sender and a receiver
send back and forth messages was popularized by Charles Egerton Osgood. This
model considers communication as circular because both the encoder and decoder
take turn in sending the message. Along the process of communication, the
recipients filter to interpret the meaning of the words sent to them. The different
meanings applied to send messages could become interference in communication
known as semantic noise.

In the latter years, Wilbur Schramm adapted Osgood’s model and added
another element in communication called field of experience. Sneha Mishra (2017)
identified culture, social background, beliefs, experiences, values and rules that
correspond to this element. With great similarity of the recipients’ field of experience,
the greater effective communication is expected.

OSGOOD-SCHRAMM’S MODEL OF COMMUNICATION

Another circular model that explains communication as a continuous process

with no real beginning or end is Eugene White’s Stages of Communication.
According to White, it is possible to begin at any stage of the elements outlined in his
model because communication is circular which may start at any beginning and ends
at any point. The elements in this model are thinking, symbolizing, expressing,
transmitting, receiving, decoding, feed backing and monitoring.
Learning Materials and Resources for Supplementary Reading

Models & Elements of Communication

[Link]

[Link]

[Link]

Assessment
k

Activity 1

Direction: Compose scenarios which describe the different models of communication.

Activity 2

Direction: Create a video presentation that depicts the changes of communication

through ages.

Source[Link]
_project.pdf
Evaluation

Direction: Write an essay on appreciating cultural differences to

effective communication. Refer to the criteria below as a guide for
organization.

CRITERIA
Substance 50%
Grammar, Usage & Mechanics 30%
Thought Organization 20%
100%

References

1. Bernardo, R. (2016). Oral Communication. Pasay City: JFS Publishing Services

2. Johannesen, Richard L. Ethics in Human Communication. 3rd ed. Prospect

Heights, Illinois: Waveland Press, Inc., 1990.

3. Uychoco, M. and Santos, M. (2017). Communication For Society:

Purposive Communication. Sampaloc Manila: Rex Book Store

4. Wakat et. al. (2018). Purposive Communication (OBE-&PPST-Based). Quezon

City, Manila: Lorimar Publishing Inc.
 CHAPTER

EFFECTIVE COMMUNICATION 1
Introduction

People use words and languages every day to interact whether at home or
workplace. The question is have they communicated their messages effectively? In
order to be effective in communication, there are three parts to be considered:
listening, responding and understanding. Listening entails accepting of words and
ideas. This is also taking nonverbal cues such as facial expression and body
language. On the other hand, Responding is evaluating the worth of message. It
requires a psychological processing which leads to Understanding -giving meaning to
the words or expressions uttered.

Besides knowing the fundamental truths of effective communication,

communication also requires ethics not only to be practiced by individuals but also
in businesses, and professional entities. It talks about moral good present in any
form of human communication. In this lesson, Principles of Effective of
Communication and Communication Ethics will be discussed thoroughly.

Learning Outcomes

At the end of the lesson, you should be able to:

a. explain the principles of effective communication;

b. define the guidelines in ethical communication; and

c. formulate judgment on what is good, right or virtuous in communication.

Learning Contents

1. BASIC PRINCIPLES OF EFFECTIVE COMMUNICATION

Many definitions describe communication as a transfer of information,

thoughts or ideas to create shared understanding between a sender and a receiver.
The information may be written or spoken, professional or social, personal or
impersonal to name a few possibilities. Basically, the communication process
involves a sender, receiver, message, channel and feedback. However, this
simplistic description significantly under-represents what can actually be a very
complex process.

Michael Osborn (2009) claims that communication must meet certain standards
for effective communication to take place.

a. Clarity: Clarity makes speeches understandable. Fuzzy language is absolutely

forbidden, as are jargons, cliché expressions, euphemisms, and double speak
language.

b. Concreteness: Concreteness reduces misunderstandings. Messages must be

 supported by facts such as research data, statistics or figures. To achieve
concreteness abstract words must be avoided
c. Courtesy: Courtesy builds goodwill. It involves being polite in terms of approach
and manner of addressing an individual.

d. Correctness: Glaring mistakes in grammar obscures the meaning of the sentence.

Also, the misuse of language can damage your credibility

e. Consideration: Messages must be geared towards the audience. The sender of

the message must consider the recipient’s profession, level of education, race,
ethnicity, hobbies, interests, passions, advocacies, and age when drafting or
delivering a message.

f. Creativity: Creativity in communication means having the ability to craft interesting

messages in terms of sentence structure and word choice.

g. Conciseness: Simplicity and directness help you to be concise. Avoid using

lengthy expressions and words that may confuse the recipient.

h. 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.

i. Captivating: You must strive to make messages interesting to command more

attention and better responses.

2. COMMUNICATION ETHICS

Ethics is the discussion of the judgments we make about the

appropriateness, the right or wrong, of our actions and policies be those actions
communicative, political, social, personal, or a mixture of areas (Johnessen, 1990).
There are largely unrehearsed conversations however when an individual or
organization communicates. There are factors to be considered such as audience,
context and purpose. How we communicate depends on who we are talking, what we
are discussing and where & when the talk is taking place? Here, Ethics plays a
crucial role in communication. In real world, mindful or ethical use language must be
practiced.

➢ Here are the guidelines for ethical communication which should shape
communication practice:
a. Ethical Communicators are Respectful of Their Audiences

b. Ethical Communicators Consider the Consequences of Their Communication.

c. Ethical Communicators Respect Truth.

d. Ethical Communicators Use Information Properly.

e. Ethical Communicators Do Not Falsify Information.

f. Ethical Communicators Respect the Rights of Others to Information.

3. ETHICS OF EFFECTIVE COMMUNICATION
Ethical communication is fundamental to responsible thinking, decision
making, and the development of relationships and communities within and across
contexts, cultures, channels, and media. Moreover, ethical communication enhances
human worth and dignity by fostering truthfulness, fairness, responsibility, personal
integrity, and respect for self and others.

POINTS TO PONDER

Ethics is the discipline that examines one’s moral standards of a society.

Communication is the process of exchanging ideas, opinions, and information
between two or more interlocutors.

The members of the National Communication Association in America,

endorsed and are committed to practicing the following principles of ethical
communication that are especially relevant for students today:

They advocate truthfulness, accuracy, honesty, and reason as essential to the

integrity of communication.

They endorse freedom of expression, diversity of perspective, and tolerance

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

They strive to understand and respect other communicators before evaluating

and responding to their messages.

They promote access to communication resources and opportunities as

necessary to fulfil human potential and contribute to the well-being of families,
communities, and society.

They promote communication climates of caring and mutual understanding

that respect the unique needs and characteristics of individual communicators.

They condemn communication that degrades individuals and humanity

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

They are committed to the courageous expression of personal convictions in

pursuit of fairness and justice.

They advocate sharing information, opinions, and feelings when facing

significant choices while also respecting privacy and confidentiality.

They accept responsibility for the short- and long-term consequences for our
own communication and expect the same of others.

Source: [Link]
 Learning Materials and Resources for Supplementary Reading
Principles of Effective Communication
[Link]

Communication Ethics
[Link]
%20OFETHICAL%20COMMUNICATION%EF%82%A2%20advocate,fundamental
%20to%20a%20civil%20society.

Assessment

Activity 1

The teacher provides specific talk show, commercial and variety shows on a
local television. Then, the students put a check whether the principles of effective
communication reflect on it.
Comm. Talk Show Commercial Variety Show
Principle
1
2
3
4
5
6
7
8
9

Activity 2

CRITERIA
Substance 50%
Grammar, Usage & Mechanics 30%
Thought Organization 20%
100%

Research an online article; critique it based on the guidelines for ethical

communication. How do you think these issues can be resolved? Write your
response to it on a one page bond paper (font size – 12; Times New Romans font,
and 1.5 spacing.
 Evaluation

Direction: Write TRUE if the statement is correct; FALSE if wrong.

1. A respect for truth and an ethical consideration of others also means

respecting the rights of others in regard to information and access to information.

2. Accurate information is information that is timely, out-of-date, and

applicable to the situation.

3. Respect for audiences includes respect for the ideas and feelings of
the people with whom we interact.

4. Ethics is the study of what, ultimately, is the best course of action:

How should we behave to have the most positive effect upon society and to become
the best individuals we can?
5. Distortion of information is allowed for publicity.

6. In Business Communication, communicator uses metaphorical

statements to engross the readers.

7. Cultural sensitivity encompasses Gender Inclusive Language.

8. Preciseness is avoiding the use of lengthy expressions and words

that may confuse the recipient.

9. The communicator of the message must consider the recipient’s

profession, level of education, and salary when delivering messages.

10. Misuse of language can damage communicator’s credibility.

References

Johannesen, Richard L. Ethics in Human Communication. 3rd ed. Prospect Heights, Illinois:
Waveland Press, Inc., 1990.

[Link]
nciples_and_EthicsRetrieved 8th July 2020

[Link] Retrieved
8th July 2020
 CHAPTER
COMMUNICATION AND GLOBALIZATION
2
Introduction

Local and international business nowadays believe that schools should help
students to think more globally. Cultural awareness and understanding global
issues are particularly valued and are as equally important as learning a foreign
language nowadays. Giving young people an understanding of how the world works
can be a really important skill as thriving in life is concerned (Sutcliffe, 2012).

Learning Outcomes

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

a. explain how cultural and global issues affect communication;

b. appreciate the impact of communication on society and the world;

c. determine culturally appropriate terms, expression, and images; and

d. adopt cultural and intercultural awareness and sensitivity in

communicating ideas.

Learning Content

Because of technology, our world has transformed into a global village.

Communication becomes faster and in a split of a second, an event is shared to the
entire world through the use of social media. Today, individuals have to understand
the dynamics of long-distance collaboration, the outcome of non-verbal cues in
different cultures, as well as the use of technology in connecting people.

These developments require communication etiquette such as holding virtual

meetings where individuals from different places share their ideas – coming up with
solutions and innovations for the company.
“While the dream of global village holds great promise, the reality is that
diverse people have diverse opinions, values, and beliefs that clash and too often
result in violence.

Only through intercultural communication can such conflict be managed and

reduced” (Neuliep,2006).

Culture is perceived as the summation of values, beliefs and behaviours from

a group of individuals having a shared history of verbal and nonverbal cues.

The cultural, micro-cultural and environmental contexts surround the

communicators, whose socio-relational context is defined by the exchange of verbal
and nonverbal messages are encoded and decoded within each interactant’s
perceptual context”. James Neuliep (2006).

Globalization is not the only thing influencing events in the world today, but to
the extent that there is a North Star and a worldwide shaping force, it is this system.
Thomas Friedman (1999 cited from Kluver, 2006) in The Lexus and the Olive Tree

Every is enticed to join in the “new international information order” and that
detailed cultural, social, economic and political conditions are interrelated to people’s
interaction. Likewise, there is a phenomenal change as individuals delve into the
elements of intercultural communication

Globalization-may be seen as an interconnectedness of economic

relationships, political units as well as digital networks. Such technology and other
social networks have transformed the economic and social relationships breaking
cultural barriers. Hence, cultural and civic discourse will mold information and
communication technologies.

1. FUNDAMENTAL ASSUMPTIONS ABOUT INTERCULTURAL COMMUNICATION

Five assumptions that take place during intercultural communication: (Neuliep, 2006).

Assumption #1 Messages relayed are not usually the messages received.

When two speakers from different cultures interact, their values, emotions,
perceptions, and behaviours greatly affect the interpretation of their messages.
“Intercultural communication is a symbolic activity where the thoughts and ideas of
one are encoded into a verbal/or nonverbal message format, then transmitted
through some channel to another person who must decode it, interpret it, and
respond to it” (Neuliep, 2006). Thus cultural noise is filled with encoding, decoding
and interpreting making cultre a smokescreen of all the messages. This allows the
speakers to think that one’s own culture is the center of everything.

Assumption #2 A nonverbal act between individuals

Since it is said that intercultural communication is a nonverbal procedure

where articulation of power, intimacy and status being combined with “paralinguistic
cues, proxemics, haptics, oculesics, and olfatics”. For instance, an individual’s
position in Korea is manifested through vocal tone and pitch. Therefore, when a
person receives an important document, this person grasps with both hands and
associated with a moderate head nod and indirect eye contact.
 Different sensory is shared by different cultures. Edwards Hall (cited from
Neuliep, 2006) claims that various cultures employ in “selective screening of
sensory information” that will eventually result in different perspective. “Regarding
olfactics (smell), most cultures establish norms for acceptable and unacceptable
scents associated with the human body. When people fail to fit into the realm of
olfactic cultural acceptability, their odor signals others that something is wrong with
their physical, emotional or mental health” (Neuliep, 2006). American are fixated on
how to mask the smell of the human body since body odor is considered as horrible
and unlikable. Several Muslims think that hygiene of the body and purity of the soul
are correlated. After menstruation, Muslim women purify themselves. Even before
and after meals, cleanliness is being recommended.
Reference: google images

Assumption #3 Involvement of style in communication among speakers

There are communication gaps and only wisdom tells as whether to when to
speak or not. Interpretation of silence differs from across cultures. Expression of
intimacy in relationships is best demonstrated without words according to Japanese
and some native American tribes. “They believe that having to put one’s thoughts
and an emotion into words somehow cheapens and discounts them.” Neulip (2006).
Several cultures favor in direct and impersonal style in communication. There is no
necessity of saying verbally every message. Neulip (2006). True understanding is
implicit, coming not from words but from actions in the environment where speaker
provide hints or insinuations.”

Assumption #4 Group phenomenon experienced and shared by individuals

Communication is subject to the speaker’s background and knowledge .

“In
other words, we have a tendency to see others not as individuals with unique
thoughts, ideas, and goals, but rather than as an “Asian”, or a “woman”, or an “old
person” or “a cab driver”. We do not see the person, we see the groups to which
the person belongs. That’s why people must not prejudge a person just because
this individual is associated to a specific grop. When this happens,
miscommunication cannot be avoided. During intercultural communication, we have
to be mindful that while the person with whom we are interacting is from a different
cultural group, he or she is also an individual. Only through intercultural
communication can we ever get to know the person as an individual” (Neulip,
2006).

Assumption #5 A circuitous of adaptation and stress

It is normal to feel anxious, apprehensive and uncertain when one mingles

and speaks to another person from a different culture It is important to be flexible
and adapt a communication style to be able to make the other individual
comfortable. Being able to recognize that people from various cultures are
different is really an
advantage. This will lead the speaker to adjust the verbal and nonverbal
symbols appropriately to the individual from another culture.
Cultural Context

“Cultural hides more than it reveals, and strangely enough what it hides
most effectively from its own participants.” -Edward T. Hall (Cited from Neuliep,
2015)

People learn to arrange their ideas, thoughts, emotions and even their
behaviour according to the stimulus of the environment. Thus, culture is not innate
even if people are born into it since culture is always learned. Culture teaches
individuals to think and behave, therefore a kind of interaction among people is
depicted in various circumstances.

Culture is also associated with geography like Saudi Arabia for instance
which is considered hot and a desert contrary to Siberia which is labelled as
mountainous and cold. James Neulip (2016) explains, “But culture is more a human
phenomenon than a geographic one. And while geography certainly affects how
people live within a particular culture, the people, more than a geography, are what
constitute culture. So, when you think of culture, think of people. That being said, it
is also important to understand that cultures of people are not static, but rather
dynamic. This means that cultures change; they are fluid, always moving.

Low High

Culture may be low and high which demonstrates the magnitude and
degree of how a person affiliates the self. There is no such thing as a pure
individualistic of collectivistic culture.

These cultural dimensions can be opposing or not, fixed or not, static in time
while other cultures move in transition. Likely a culture that is considered collective
can also be individualistic in the passing time such Japan which is thought to be
“collectivistic, group-oriented” community. Nonetheless in 1950s, many Japanese
researchers saw that the young generation of Japanese were becoming
individualistic than their parents and grandparents.

Individualism- individualistic cultures focus on individual goals. It also aims

to benefit the individual since every person is seen as unique with distinct talents
and potential, thereby enabling them to hone their creativity, develop,
independence, and confidence. People in individualistic cultures are disconnected
from the in-groups such as the family and ironically belong to several groups but
their stay is short-lived.

Collectivism -Is the assumption that groups blend well by serving the in-
group (family, neighbors, or occupational groups). People are not viewed as
isolated individuals but rather they are identified by their membership. It
emphasizes harmony and likewise prefers the significance of the group than the
individuals being emotionally linked to it and their bond may last a lifetime. One’s
behaviour is role- based, and deviations from the prescribed role are discouraged
and often negatively sanctioned. In this sense, a person’s behaviour is guided more
by shame than by personal guilt. A collectivist who stands out from the group
disrupts the harmony and
 maybe punished. Most collectivistic cultures value social reciprocity, obligation,
dependence and obedience.

2. TYPES OF CULTURAL ORIENTATION

Horizontal Individualism speaks of an autonomous self that values the individual

more and independence is being highlighted.

Vertical Individualism values the autonomous self by seeing it as difference and an

equal to others. It also emphasizes status and competition.

Horizontal Collectivism notes the self as a member of a group sharing the same
values and interests. The self is reliant and equality is expected.

Vertical Collectivism believes that the self is an integral part of the in group even if
the members are different from the other. It also specifies the group’s
interdependence and in equality.

Learning Activities

Activity 1

Access The Flight from Conversation by Sherry Turkle dated April 21, 2012 from
New York Times (link: [Link]
[Link])

Based from the abovementioned essay, write a reflection paper in 250-300 words by
tailoring your essay to the guide questions:

1. Why would you prefer the traditional way of communicating through physical face
to face with someone or do you think that using the social media is the best way to
relay messages?
2. Translate communication in sips from your own experience as portrayed in the
essay?
3. Why do you think social media and the internet revolutionize your life?

Type your essay in a different word document.

Traits Masterful Skilled Able Developing Actual

(5pts) (4pts) (3pts) (2pts) Score
Focus and There is one There is one There is one The topic and
Details clear, well- clear, well- topic. Main main ideas are
focused topic. focused topic. ideas are not clear.
Main ideas Main ideas are somewhat
are clear and clear but are clear.
are well not well
supported by supported by
detailed and detailed
accurate information.
information.
Organization The The The There is no
introduction introduction introduction clear
is inviting, states the main states the main introduction,
states the topic and topic. A structure, or
main topic, provides an conclusion is conclusion.
and overview of the included.
provides an paper. A
overview of conclusion is
the paper. included.
Information
is relevant
and
presented in
a logical
order. The
conclusion
is strong.
Voice The author’s The author’s The author’s The author’s
purpose of purpose of purpose of purpose of
writing is writing is writing is writing is
very clear, somewhat somewhat unclear.
and there is clear, and there clear, and there
strong is some is evidence of
evidence of evidence of attention to
attention to attention to audience. The
audience. audience. The author’s
The author’s author’s knowledge
extensive knowledge and/or
knowledge and/or experience with
and/or experience with the topic is/are
experience the topic is/are limited.
with the evident.
topic is/are
evident.
Word Choice The author The author The author The writer uses
uses vivid uses vivid uses words a limited
words and words and that vocabulary.
phrases. phrases. The communicate Jargon or
The choice choice and clearly, but the clichés may be
and placement of writing lacks present and
placement words is variety. detract from the
of words, inaccurate at meaning.
seems time and/or
accurate, seems
natural, and overdone.
not forced.
Sentence, All Most sentences Most Sentences
Structure, sentences are well sentences are sound awkward,
Grammar, are well constructed well are distractingly
Mechanics, constructed and have constructed, repetitive, or are
and Spelling and have varied structure but they have a difficult to
varied and length. The similar understand. The
structure author makes a structure author makes
and length. few errors in and/or length. numerous errors
The author grammar, The author in grammar,
makes no mechanics, makes several mechanics,
errors in and/or spelling, errors in and/or spelling
grammar, but they do not grammar, that interfere
mechanics, interfere with mechanics, with
and/or understanding. and/or spelling underdstanding.
spelling. that interfere
with
understanding.

Activity 2

Form group of four to five members and reflect on each of the following videos below:

1. “Connected but alone”

[Link]
2. “How social media can make history”
[Link]
?language=en
3. “Wiring a web for global good”
[Link]
language=en
Tailor your discussion paper with the following questions:

1. What is the message?

2. What is the purpose of the message?
3. How is the message conveyed by the text and/or image?
 4. Who is the target audience of the message?
5. What other ways of presenting the message are there?

Criteria 5 points 4 points 3 points 2 points

Content and The content and The content and The content and The content and
Coherence coherence of the coherence of the coherence of the coherence of the
given topic is well given topic is topic lacks clarity. topic is not
Score: emphasized. somewhat emphasized.
emphasized.
Relevance of The answers are The answers are The answers lack There is no
answers to the relevant to the a little bit relevant relevance. relevance of the
questions questions. to the questions. answers to the
question.
Score:
Discussion Excellent Good discussion Satisfactory Poor discussion
discourse on the on the topic. discussion on the on the topic.
Score: topic. topic.
Total Score:

Recommended learning materials and resources for supplementary reading

Reading: Intercultural Communication: Differences Between Western and Asian

Perspective, Dang Linh Chi

Flexible Teaching Learning Modality adopted

Online (synchronous)
Edmodo, google classroom, SeDi, Messenger, Facebook
group Remote (asynchronous) module

Assessment Task

Have you interacted with people who have different culture from yours?
How was your interaction with them? Was it clear? Was it productive? Was it
respectful? What could you have done for a better interaction?

What is your attitude towards people who have a different culture from yours?
Do you celebrate how they are different from you? Do you look down on them?

References

Lim, J. A., PhD, Hamada, I. B., PhD, & Alata, E. P., MAEd. (2019). Lesson 2: Local
and Global Communication in Multicultural Settings. In A Course Module for
Purposive Communication (pp. 11-17). Manila, Recto Avenue: Rex Bookstore.

SyGaca, S. B., PhD. (2018). Chapter Two: Communication and Globalization. In

Principles and Competencies in Purposive Communication (pp. 33-49). Quezon City:
Great Books Trading
 CHAPTER
LOCAL
LESSON 1 AND GLOBAL COMMUNICATION IN MULTICULTURAL
SETTINGS
3
Isolated cultures stagnate; cultures that communicate with other evolve.

- T. Sowell, Race and Culture 1994

Introduction

Communication can be a challenging activity because of the highly

pluralistic nature of the people participating in the communication process. Each
participant may

differ in cultural, social and biological backgrounds, which are all critical factors to
effective and successful intercultural communication. Instances there are that these
differences may lead speakers to misinterpretation or misunderstanding. So in order
to understand communication within and outside the context of one’s culture, it is
necessary to identify first the challenges that may be encountered, then the form of
intercultural communication, and the ways on how to improve communicative
competence in multicultural settings.

Living in a globalized world, you encounter people with diverse cultural

backgrounds. Such interactions occur in a social, educational, political and
commercial settings. Hence, in today’s era of increased global communication, it is
imperative to understand intercultural communication for us to enhance our
intercultural awareness and competence. Intercultural competence is essential for us
to live harmoniously despite our differences in culture.

Learning Outcomes

At the end of the lesson, you should be able to:

a. cite examples on how to enhance one’s ability to communicate with

people from diverse cultures; and
b. create a three-to four minute presentation about various cultural modes
of communication of a certain country.

Learning Content

1. CHALLENGES OF INTERCULTURAL COMMUNICATION

It has become a widespread notion that speakers’ use of different languages

results in intercultural miscommunication and misunderstanding. As Scollon and
Scollon (1995) state:

When we are communication with people who are very different from us, it is
very difficult to know how to draw inferences about what they mean, and so it is
impossible to depend on shared knowledge and background for confidence in our
interpretation (p.22).

Indeed, the lack of shared knowledge and beliefs and cultural diversity make it
more complicated to arrive at the correct inference or interpretation of meanings. But
it can also be argued that English is now a global lingua franca. In fact, with the
ASEAN integration, English has been declared the official or working language of
ASEAN. So with just one language to be spoken or used by many countries including
the 10 member countries of the ASEAN, what else can go wrong?

It is thus important to emphasize that the ownership of English cannot be

attributed to just one country or to those who use it as a native or home language.
The varieties of English spoken by different speech communities have evolved for a
reason. They use it for communal purposes. These varieties have been
heavily
influenced by the local culture and its speakers. Recent studies have shown that the
problem of misunderstanding is not overt and can’t be traced to speech
perturbations, poorly managed turn-taking, and non-aligned, “parallel talk” (House
1999, p. 80). Meirkord (2000, p. 11 as cited by Kaur, 2016) emphasizes that
communication in English as a lingua franca (ELF) is “a form of intercultural
communication in English as characterized by cooperation rather than
misunderstanding” (p.135). This she noted in her study of participants coming from
17 different first language backgrounds which yielded the result that the participants
displayed communicative behavior not generally associated with their linguacultural
backgrounds making the talk cooperative and SUPPORTIVE IN NATURE WITH
FEW MISUNDERSTANDINGS.

2. FORMS OF INTERCULTURAL COMMUNICATION

Communication is like a kaleidoscope. Many units of different sizes,
shapes, and color make up the whole picture. Any action, shift, or
change adjusts the pattern and the relationship of all of the units to
each other, thereby altering the picture.

a. Interracial communication – communicating with people from different races

b. Interethnic communication – interacting with people of different ethnic origin

c. International communication – communicating between representatives

from different nations.

d. Intracultural communication – interacting with members of the same racial

or ethnic group or co-culture

According to Gamble and Gamble (2008), communication style among

cultures differs, it may be high context or low-context communication.
 High-context communication is a tradition-linked communication system
which adheres strongly to being indirect. Low-context communication is a system that
works on straightforward communication.

High-context cultures (Meditteranean, 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. By contrast, low context cultures (most
Germanic and English- speaking countries) expect messages to be explicit and
specific.

3. IMPROVING INTERCULTURAL COMMUNICATION COMPETENCE

The following guidelines may help you enhance your ability to communicate
effectively across cultures (Gamble & Gamble, 2008):

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.

Flexible Teaching Learning Modality (FTLM) adopted

Online (synchronous)
Edmodo, google classroom and
schoology Remote (asynchronous)
Module & individual activity

Assessment Task

In what specific ways can you enhance your ability to communicate with people
from diverse cultures?

1. “Human beings draw close to one another by their common nature, but habits and
customs keep them apart.” (Cunfucius) Do you agree or disagree? Give concrete
situations to support your stand.
Answer:

2. Identify a country where graduates of your program or field of specialization are in

demand. Research on the various cultural modes of communication that n newly
hired employee in that country should remember. Based on your research, prepare a
three- to-four minute presentation.
Answer:

References
Krizan, A.C. et al. (2014) Business Communication Theories and Best Practices.
Cenage Learning Asia Pte Ltd

Menoy, J. (2010) Business Communication and Report Writing: A Practical

Approach. Books Atbp. Publishing Corp. Mandaluyong City
 CHAPTER

VARIETIES AND REGISTERS OF SPOKEN AND WRITTEN LANGUAGE 3

LESSON 2

Introduction

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
every day and academic communications are characterized by multi-modality or
the use of multiple models including spoken,, written modes and images, music,
videos, gestures, etc.

Learning Outcomes

At the end of the lesson, you should be able to:

a. determine culturally appropriate terms , expressions, and images;

b. adopt cultural and intercultural awareness and sensitivity in the communication
of ideas; and
c. apply the varieties of spoken and written language in the proper context

Learning Content
Lin (2016) presents the following nature of language variation as prescribed
by most linguists based on the ideas of Mahboob (2014).

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

Mahboob (2014) identifies eight different domains in which language varies

depending on the combinations (field, tenor and mode) of the context of
communication.
The first domains include language variations that reflect local usage done in
one local language or multiple local languages depending on the context. They vary
in the following ways:

1. Local everyday written. This may include instances of local everyday written usage
found in the neighborhood posters (e.g. a poster looking for transient/bed spacers).
2. Local everyday oral may occur in local communications 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 publication and web sites 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)

On the other hand, the other four domains involve global usage. These four
domains of language usage differ from the first four domains since they refer to
context of language usage where participants need to communicate with people not
sharing their local ways of using language.
5. They are as follows: 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 (e.g. international research journal articles)
8. Global specialized oral occurs when people from different parts of the world
discuss specialized topics in spoken form (e.g. paper presentation sessions in an
international academic conference).

1. TYPES OF LANGUAGE REGISTER (Joos, 1961 as cited in Biber, 1994)

There are five language registers. Each level has an appropriate use that is
determined by differing situations.

a. Frozen

This style of communication rarely or never changes. It is “frozen” in time and

content. This is official business and educational language which features complete
sentences and specific word choice, which often contains archaisms.

Example:

We, the sovereign Filipino people, imploring the aid of Almighty God, in order
to build a just and humane society, and establish a Government that shall embody
our ideals and aspirations, promote the common good, conserve and develop our
patrimony, and secure to ourselves and our posterity, the blessings of independence
and democracy under the rule of law and a regime of truth, justice, freedom, love,
equality, and peace, do ordain and promulgate this Constitution (Preamble, 1987
Constitution)

b. Formal/Academic

This language is used in formal setting and is one-way. This use of language
usually follows a commonly accepted format. It is generally impersonal and formal. It
is often used to show respect. Word selection is more sophisticated, and certain
words are always or never used depending on the situation. In a formal register, the
story structure focuses on the plot: It has a beginning and ending and it weaves
sequence, cause and effect, characters, and consequences into the plot.

Example:

“The strongest reason why we ask for woman a voice in the government under which
she lives; in the religion she is asked to believe; equality in social life, where she is
the chief factor; a place in the trades and professions, where she may earn her
bread, is because of her birth right to self-sovereignty; because, as an individual, she
must rely on herself (a speech delivered by Elizabeth Cady Stanton (1892).”

c. Consultative

It is a standard form of communications. Users engage in a mutually accepted

structure of interfaces. It is formal and societal expectations accompany the users of
speech. This register can be described as two-way participation, professional setting,
background information is provided (prior knowledge is not assumed), interruptions
and feedback fillers allowed (“uh-huh,” “I see”), more complex syntax, and longer
phrases. Sentence structure need not be complete, since non-verbal assists, hand
movements and body language, are often used to convey meaning.

Example:

Patient: Hello doctor! Can you spare me a few minutes?

Doctor: Certainly! Come in and sit down. Now, what is the matter with you?
Patient: I seem to be generally out of sorts. I have no appetite for my food, and yet
I am always suffering from indigestion.
Doctor: Are you troubled with headaches?
Patient: Yes, I am. And what is worse I cannot sleep at night.
Doctor: I see. What is your work?
Patient: I am a clerk in an office, and have to work for long hours.
Doctor: I see, Well, you are evidently run down and need a rest and change. All your
troubles are signs of nervous exhaustion. I will give you a nerve tonic, but the main
thing is rest. If you do as I say, you will soon be alright.
Patient: Thank you, doctor. I will follow your
advice. Doctor; Let me know how you get on.

d. Casual/Informal

The language used in conversation with friends. A casual register is

characterized by 400- to 500- word vocabulary, broken sentences, and interruptions
are common. Very informal language, idioms, ellipsis, and slang are common. No
background information is provided, “group” language – must be a member to use,
interruptions are common, and context and non-verbal communication are important.
General word choice and conversation are dependent upon non-verbal assists. The
focus of the story is characterization. It is an indirect, random approach with many
omissions and does not have a sequence, cause, and effect, or consequence.
Example:

Marie: Hey, D! I’m stressing about weight gain on Xmas. Got any ideas for me?
Diane: It’s only one day, so don’t worry too much.
Marie: I’m worried I’ll eat a gazillion calories at my in-laws! 
Diane: Just make sure you don’t arrive too hungry, have
a healthy snack beforehand (nuts, granola bar, etc.)
Marie: Yeah, you’re right. Thanks, D! You’re the best! Xx
Diane: No worries, M! xx

e. Intimate

This communication is private. It is reserved for close family members or

intimate relations. It is non-public, the intonation is as crucial as wording and
grammar, and often a special vocabulary full of coded words is used.

Example:

Husband: Hi honey, how was your day?

Wife: Great, We got a lot done. And
yours?
Husband: Fine, but stressful. Pass me that magazine, please.
Wife: Here you go, darling.

Register use can help you communicate effectively. Nevertheless, appropriate

register use depends on the situation and the tone of voice you use. It is vital to
grasp the fundamentals of correct register use to communicate well in English. If one
register is expected and another is presented, the result can either be that offense is
taken (or intended) or a comic response. Incorrect register use can cause problems
at work, cause people to ignore you, or, at best, send the wrong message.

2. CULTURALLY SENSITIVE AND BIAS-FREE LANGUAGE

To write in a culturally sensitive way means to be aware that cultural

differences and similarities between people exist and that these should not be
assigned a positive or negative value via words and descriptions selected in writing.
Academic and professional writings are characterized by bias-free language.
Students, scholars, professionals, and anyone wishing to maintain harmonious
communicative relations should be careful in using words and phrases that do not
discriminate against particular groups, whether in terms of race, ethnicity, gender,
social class, age, and disability. The essential point in a way that is respectful of
diversity.

Here are some general principles to follow when referring to different groups
or categories:
1. Race and Ethnicity

Racism is a form of discrimination against a person or persons of a different

race. In general, it is best to avoid identifying people by race or ethnic group. Race is
an emotionally charged topic, so it is best to tread carefully with the language used
and to refer to race as Patricia Arinto (2009) asserts in English for the Professions,
“only if it is relevant to what you have to say.” Words that reinforce streotypes and
that imply all people of a particular race or ethnic group are the same should be
avoided. For example, although the assessment is positive in the sentence
“Naturally, the Asian students won the math contest,” the word “naturally” reinforces
the stereotype or generalization that Asians have superior aptitude in math. Next,
one must be attuned to the current terminology by which racial and ethnic groups
refer to themselves. This may be done by reading national newspapers and watching
television news, which typically are good indicators of current and preferred usage.
According to Kitty Locker and Donna Kienzler (2013), one should “refer to a group by
the term it prefers,” which means some research is required to find about acceptable
and preferred terms. For example, for a long time, “Native American” has been
considered the politically correct term for the indigenous peoples of the Americas,
over the label “red Indian.” But today, most Native American people prefer to be
referred to by their specific nation or tribe. In the Philippine context, there have been
shifts in the preferences for terms that Filipinos of Chinese ancestry use to describe
their identity: from Tsino, to Chinoy, to Filipino Chinese.

It is also important to be sensitive to religion when referring to various ethnic

groups. Assumptions should not be made that stereotype a race, nationality, or
ethnic group with a specific religion. For example, not all Arabs are Muslims, not all
Indian are Buddhists, and not all Filipinos are Roman Catholics.

2. Gender and sexual orientation

Sexism refers to the prejudice and discrimination based on sex or gender. To

be inclusive of all people in general references, one should favor gender-neutral
words and phrases over gender-biased words. For example, rather than “man-
made.” One can say “manufactured,” “synthetic,” or “artificial.” Instead of “layman’s
terms,” one can use “ordinary terms.” Neutral words should also be chosen over
words with “man” and “woman” in job titles or descriptions. For example, it is more
appropriate to use “chairperson” in place “chairman,” “flight attendant” in place of
“stewardess,” and “labor” in place of “manpower.”

One should also avoid sexist terms like “a woman lawyer” and “male nurse”
and simply use “lawyer” and “nurse” Pronouns may also be gender-biased, for
example, when the masculine “he” pronoun is used as generic one for both genders.

Gender-biased pronouns can be avoided by (a) dropping pronouns that

signify gender and restating the sentence, (b) changing to plural construction,
and (c) replacing masculine or feminine pronouns with “one” or “you”.

Examples of alternative gender-neutral constructions are provided here.

 Restatement Each student should submit a term paper by Monday.
Gender-
Plural Students should submit their term papers by Monday.
biased
construction
example: Use of “you” You should hand in your term paper by Monday.
Each
student should submit his term paper by Monday.

Other gender-related terms may have to do with gender orientation or sexual

orientation. It is important to be sensitive to new attitudes about homosexual,
transsexual, and transgender people. For example, most gay people prefer the term
“gay” to the more clinical “homosexual” as a label. “”lesbian” is currently the term
preferred by gay women. Transgender people prefer to be referred to as being the
gender they identify as, not their birth gender. Again, as a matter of principle, one
should refer to societal groups in the way that members of these groups prefer to be
referred to. Note also that terminology in this area is developing, and that not
everyone agrees.

3. Social Class
Class discrimination or classism is a form of prejudice against a person or
people because of their social class. An example of language with a bias against
class is the American term “white trash,” which is not only a racial slur but a classist
one that refers to white people, usually from the rural Southern United States, coming
from a lower social class inside the white population. The term is negative not just
because of the words that comprise it but because of its connotation of danger; white
trash people are seen as criminal, unpredictable, and without respect for authority. In
the United States and other cultures, there may also be a kind of classism against
those who are economically privileged. The rich are sometimes referred to by the
derogatory terms “preppie” and “yuppie,” both of which connote not just wealth but
arrogance.
There are examples from Philippine culture as well, in the informal terms
“conyo” and “jologs,” both derogatory terms referring to class. The first, used to
describe young people from the upper class who speak an idiosyncratic mix of
English and Tagalog, connotes vanity and consciousness about social status. The
second now perhaps replaced by the term “jejemon”, as used in reference to an
idiosyncratic spelling or writing style, is used to describe persons who look poor and
out of style.

4. Age
Ageism is a form of discrimination against other people because of their age,
or assuming that older people are less physically, intellectually, or emotionally able
than other age groups. The capabilities of younger people should also not be
underestimated on the basis of their age. Again, it is important to refer to a person’s
age only when that information is pertinent to what is being discussed. When
referring to a generic group, one should also ask their subjects what wording s they
prefer: Do they wish to be called “older persons” or “senior citizens”? Do they refer
the label “youths,” “teenagers,” or “young people”.
Lastly, according to the American Psychological Association, writers
should be specific when referring to males and females in terms of their age: female
18 years or older are women, not girls. “Girls” refers to those in high school or
younger (under 18). The same is true for “boys” and “man.”

5. Disabilities
Discrimination in this area often arises because of lack of understanding and
awareness. Therefore, first, it is important to distinguish some terms that are
mistakenly understood to be synonymous. Various guides on bias-free
communication and often –confused terminology are available online. One example
is “A Guide to Bias-Free Communications” published by the University of Wisconsin-
Madison. It defines the terms “impairment,” disability,” and “handicap” as,
respectively, (1) “a physiological condition,” (2) “the consequence of an impairment”
which “may or may not be handicapping,” and (3) “the social implication of a
disability; a condition or barrier imposed by society, the environment or oneself. “
Thus, according to these definitions, a “limp” is an impairment in which a leg or foot is
damaged or stiff. A disability that may result from arthritis is difficulty in walking, or
walking unevenly and haltingly. People who limp may be handicapped by having to
climb stairs in buildings with no elevators. Other guides from other cultural contexts
may provide different definitions and examples; it is essential when writing to do
research on these definitions.

Finally, when referring to people with disabilities, the focus should be on the
person, not the condition (Arinto, 2009). In Patricia Arinto’s English for the
Professions (2009), she advises writes to avoid hurtful expressions such as “retards”
or even the seemingly neutral description “the mentally retarded” and to use instead
“people with mental retardation.” Similarly, instead of “the blind” and “cancer
patients,” one should instead use “people with vision impairments” and “people being
treated for cancer,” respectively. These examples demonstrate the importance of
identity-first language or the importance of putting the person or people first. Note the
difference in the following sentences:

Disability first: The blind student used a special keyboard during the exam.
Person first: The student, who is visually impaired, used a special keyboard during
the exam.

Next, Arinto (2009) suggests considering the negative implications of usages

such as “confined to a wheelchair” and “AIDS victim.” For the former, one should
instead write or say “uses a wheelchair” because wheelchairs enable to escape
confinement, while for the latter, one should use “person with “AIDS” as someone
who can acquire a disease without being victimized by it. Arinto (2009) also notes
that the word “abnormal” may be replaced with “atypical” because “people who have
disabilities are atypical but not necessarily abnormal” (Arinto, 2009). These latter
examples demonstrate the importance of not representing people with disabilities as
unfortunate, limited, and helpless victims’.

Firming up
1. In what situations are the local and global varieties of spoken language used?
2. What registers are appropriate to such situations?
Assessment Task

I. Rephrase the following sentences to eliminate potentially offensive language:

Responsivity in a premature infant may be secondary to hid heightened level of

autonomic arousal.

1. The study included 32 asthmatics and 30 diabetics.

2. The emergency department must be manned at all times.

3. Patients confined to wheelchairs were prescribed a series of upper body exercises

their flexibility and upper body strength.

4. Of the entire group, 13 men (mean age, 35 years; age range, 26-49 years) and 14
girls (mean age, 32 years; age range, 24-47 years) were selected for participation in
the study.

5. Patients suffering from AIDS were treated with potent antiretroviral therapy.

6. This study analysed postrhinoplastic deformities in the noses of Oriental patients.

7. Many of the rape victims feared seeking care because of the extreme stigma
sexual violence carries in Darfur.
 8. The study examined the incidence of stroke in the elderly.

9. The study population consisted of 50 white patients and 50 nonwhite patients

(blacks and Hispanics)

II. Discuss the following briefly but substantially:

1. In what situations are the local and global varieties of spoken language used?
2. What registers are appropriate to such situations?
3. Read the letter to the editor in a day’s paper, listen a radio podcast and watch
people in conversation. What registers are they using? What features identify
them as those registers? Why do you think the speakers chose those
registers?

References

Manzolim, H., et al. (2018). Purposive Communication (OBE). St. Andrews

Publishing House

Wakat, G.,et al. (2018). Purposive Communication. LORIMAR Publishing

 CHAPTER

EVALUATING MESSAGES AND/OR IMAGES OF DIFFERENT TYPES OF

DIFFERENT CULTURES
4
In this era, media play a crucial role in our lives. Media inform, educate, and
entertain us. The pictures, videos, texts, and all the other forms of mass media shape
the way we think and how we look at our surroundings and influence the way we look
at the world.

The framework of Media Literacy serves as the foundation in critically

Introduction
understanding the content of mass media. Guided by this framework, we can
decipher the intended meaning of the type of media presented.

In this module, we will analyze and evaluate messages, images, and other
media work using the framework of Media Literacy.

Learning Outcomes

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

a. analyze media messages and/or images using Key Concepts of Media

Literacy Framework; and
b. create a multimodal advertisement or project of a cause-oriented event.

Learning Content

Brainstorming….
Analyze the drawing and picture below. Generate ideas and concepts about the message
being conveyed by the pictures presented.
 (Banuelos, M. (2018). Requirement in GEC4

36

htps://[Link]/newsfeatures/58712/10-ads-that-
created- controversy-2015-edition

Multimodal literacy is about understanding the different ways of knowledge

representations and meaning-making (Kress, et al., 2001). It focuses on the design of
discourse by investigating the contributions of specific semiotic resources (language,
gesture, images) co-deployed across various modalities (visual, aural, somatic). It
also deals with the interaction and integration in constructing a coherent multimodal
text such as advertisements, posters, news report, websites, and films.

Traditional Media Social Media

Advertisement

Editorial Cartoon

Traditional Media

Social Media

Cope & Kalantzis (1999). Multiliteracies: A Design for Social Futures. Routledge.
Key Concepts of Media Literacy (Center for Media Literacy, 2005)

Key Concepts Guide Questions in Media Keyword

Text Analysis
1. All messages are • What kind of “text” is it? Authorship
‘constructed.’ • What are the various
elements (building
blocks) that make up the
whole?
• How similar or different is
it to others of the same
genre?
• Which technologies are
used in its creation?
• What choices were made
that might have been
made differently?
• How many people did it
take to create this
message? What are their
various jobs?
2. Media messages are • What do you notice… Format
constructed using a (about the way the message
creative language with is constructed)?
its own rules. ▪ Colors? Shapes?
Size?
▪ Sounds, Words?
Silence?
▪ Props, sets, clothing?
▪ Movement?
▪ Composition?
Lighting?
• Where is the camera?
• What is the viewpoint?
• How is the story told
visually? What are
people doing?
• Are there any symbols?
• Visual metaphors?
• What’s the emotional
appeal? Persuasive
devices used?
• What makes it seem
“real?”
3. Different people • Have you ever Audience
experience the same experienced anything like
media message this in your life?
differently. • How close is this
portrayal to your
experience?
• What did you learn from
this media text?
• What did you learn about
yourself from
experiencing the media
text?
• What did you learn from
other people’s response?
• From their experience of
life?
• How many other
interpretations could
there be? How could we
hear about them?
• Are other viewpoints
present?
• How can you explain the
different responses?
4. Media have embedded • What kinds of behaviors / Content
values and points of consequences are
view. depicted?
• What type of person is
the reader / watcher /
listener invited to identify
with?
• What questions come to
mind as you watch / read
/ listen?
• What ideas or values are
being “sold” to us in this
message?
• What political ideas are
communicated in the
message? Economic
ideas?
• What judgments or
statements are mad
about how we treat other
people?
• What is the overall
worldview of the
message?
• What ideas or
perspectives are left out?
How would you find
what’s missing?
5. Most media messages • Who’s in control of the Purpose
are organized to gain creation and
profit and/or power. transmission of this
message?
• Why are they sending
it?
• How do you know?
• Who are they sending it
to? How do you know?
• What’s being sold in this
message? What’s being
told?
• Who profits from this
message? Who pays for
it?
• Who is served by or
benefits from the
message
– the public?
– private interests?
– individuals?
– institutions?
• What economic
decisions may have
influenced the
construction or
transmission of this
message?

[Link]

[Link]
 1. Picture Analysis
a. Choose one picture and analyze its
contents using the Key Concept
Questions.
b. Present your image evaluation through
a PowerPoint or video presentation.
[Link]
racist-thai-advert-3944090/

Assignment

Work in groups and think of a cause-oriented event that will address an issue
in your locality. Prepare a multimodal advertisement for that event.
a. Provide a brief description of the following:
- Your Cause & Beneficiary, Purpose of the Event, Target Audience to be invited
- Concept of the Multimodal Material (e.g. storyboard, illustration, flowchart, etc.)
- Outline of group members’ task & roles.

b. Your multimodal material must:

-For videos: 1 to 1.5 minutes
-For poster/print: A5
-Images, voice over, background music, words, symbols (if applicable)

c. Upload your presentation in our Google Classroom

 Recommended learning materials and resources for supplementary reading

[Link]

[Link]

Flexible Teaching Learning Modality (FTLM) adopted

Online (synchronous)
Google classroom/ Moodle/ Facebook
Remote (asynchronous)
Module/ Worksheets
References

Kress, G., Jewitt, C., Ogborn, J., & Tsatsarelis, C. (2001). Multimodal teaching
and learning: The rhetorics of the science classroom. London: Continuum

Center for Media Literacy (2005). Key Concepts of Media Literacy.

[Link] [Link]

[Link]
 CHAPTER
COMMUNICATION AIDS AND STRATEGIES
USING TOOLS OF TECHNOLOGY
5
Introduction

In the previous lessons, we understand why there is a need for humans to

communicate. They do so for certain purposes. To achieve those purposes,
communication strategies will be used to obtain, provide, and disseminate
information. We already know how communication changed drastically with the aid of
technology, so it is important for people to take into account every aspect of how they
are relaying information. This is where communication strategies come into play.
In this module, you will learn the different communication aids and
strategies for media presentation and what is best to use in your presentations. This
lesson is important because it will help you to be more confident in making and
presenting your multimedia presentations.

Learning Outcome
At the end of this chapter, you should be able to:
a. convey ideas through oral, audio-visual, and/or web-based presentations
for different target audiences.
b. to determine the various presentation that are commonly used.
c. to evaluate the effective strategies in preparing and using these media
when communicating.
d. apply the strategies in making digital slides.
 CREATING MULTIMEDIA PRESENTATION

Definition

Presentation Media – an independent presentation that contains

information, using slides, video, recordings and digital representation.

Using Computer Technology

1. Digital Slides – a presentation

software commonly using PowerPoint.
It allows computer users to display
information in multimedia presentation.

2. Real-Time Web Access – used to

demonstrate how to do something special on
the web such as researching ideas and
information.

3. It’s presently being used to describe

information available in search results as
soon as it has been published by its author.

A. Characteristics of Multimedia Presentation

In preparing multimedia presentations for various communication purposes, it is important to consider the
following:
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:

VIDEO PHOTOGRAPHS ANIMATION AUDIO TEXT GRAPHICS

B. Special Features of Computer-Based Presentations

The following features of computer-based presentations are widely used and are of great help to
the users.
 Cloud

Can be
uploaded
to the
web.

C. Strategies Using Tools of Technology

Although the use of technology is personalized and creativity is required, the
following strategies are recommended for effective delivery of information and ideas:
• Keep it simple
• Emphasize your key ideas
• Show what you can’t say
• Use close up shots and other images
• Keep the number of images you present manageable
• Combine variety with coherence
• Use large lettering

D. Multimedia Presentation Tips

Here are some tips for your multimedia presentations to be more presentable:
1. Go for creativity. Create your own design. Try different combinations and
let your creativity flow.
2. Colors are nice. Flat colors are beautiful and contrast is your friend.
3. Use good fonts. Comic Sans and Georgia will do.
4. Text is evil. Too many texts in one slide exhausts the audience.
5. Images say more than a thousand words. Make the images more powerful.
6. Big is beautiful. Think big. Think bold.
7. Info graphics are amazing. Use simple info graphics.
8. Get inspired. Remember your ultimate goal.
 Always remember these:
• 10-20-30 rule: 10 slides, 20 minutes, 30 font size
• 1-6-6 rule: 1 main idea, 6 bullets, 6 words per bullet
• 7-7 rule: 7 lines, 7 words
• 9Ps: Prior Proper Preparation Prevents Poor Performance of the
Person Putting on the Presentation.

Communication Aids

Communication Aids are visual support used to make presentation

interesting and effective. It is a great help to present the ideas clearly by
highlighting the significant information.

Communication Aids Examples

• PowerPoint – offers users many ways to display information from simple to complex
multimedia presentations.
• Prezi – a visual storytelling software alternative to traditional slide-based
presentation formats. Prezi presentations feature a map-like overview that lets users pan
between topics, zoom in on details, and pull back to reveal context.
• LinkedIn Slideshare – users can upload files privately or publicly in PPT, Word,
PDF, or OpenDocument format. Content can then be viewed on the site itself, on hand
held devices or embedded on other sites
• Brainshark – provides a web-based applications and products delivered via
software as a service to help companies improve sales effectiveness and productivity.
• [Link] – an American media organization that posts talks online for free
distribution under the slogan “ideas worth spreading”.

Teaching and Learning Activities

• Online/Face-to-face discussion
• Question and Answer
• Peer critiquing

Flexible Teaching Learning Modality (FTLM) adopted

• Online (synchronous): Google classroom/google meet

• Remote (asynchronous): Modular

Assessment Tasks

Firming Up

In what ways can the different forms of communication (intrapersonal,

interpersonal, small group, public and mass) be enhanced with the aid of
technology? Write your answers in not less than 100 words and not more than 150
words.
 Concretizing

Feature one of your cultural practices through a multimedia presentation.

Observe the guidelines for creating multimedia presentations. Ask one of your
classmates to critique your outputs. Use the criteria provided below.

CRITERIA Meets 10 points Meets 8 points Below 6 points

Presentation of ideas Key ideas are Some key ideas are not Few key ideas are
emphasized included in the present. Definition of
presentation terms are non-essential
Presentation of images Images included in the Some images still need Many of the images
presentation are to be identified and included are confusing
powerful, there’s no explained and others are not
need for further relevant
explanation
Choice of font style Font style is simple and There are other font The presentation used
easy to read styles better than what too many different font
was used in the styles that are not
presentation. pleasing to look at.
Choice of font size Font size is big enough Font size should be a There are too many
to be seen from a far little bit bigger different font sizes used
distance in the presentation and
other slides have too
small font size of texts
Number of texts per The presentation The presentation is a bit The presentation is too
slide followed the rules and wordy wordy
guides in media
presentation

References

Adler, R., Elmhorst, J.M., Licas, K. 2012. Communication at Work: Strategies for Success
in Business and the Professions. NY: McGraw Hill.

Biber, D., Conrad S. 2009. Register, genre, and style. Cambridge: Cambridge University.

Chase, R., Shamo, S. 2013. Elements of Effective Communication. 4th Edition.

Washington, Utah: Plain and Precious Publishing.
Dainton, Zelly E. 2015. Applying Communication Theory for Professional Life. A
practical Introduction. 3rd Edition. Sage Publications.

Mooney, A, Peccei, J.S., La Belle S, et. al. (2010). Language Society and Power: An
Introduction, 3rd Edition. London: Routledge.
 CHAPTER

COMMUNICATION FOR VARIOUS PURPOSES 6

Introduction

Communication takes place in all settings we could ever imagine or in

whatever situation we are into. It appears on different forms and being used with
different purposes. People communicate because of certain purpose. This module
deals with several aspects of an effective communication. It includes topics
intended for
communication for various purposes. It starts with the identification of reasons why
we communicate. The purpose, audience, message structure, and channel are to be
considered in order to achieve an effective communication. It also presents an
important aspect of communication which is the purpose. The purposes of
communication are to obtain/provide/disseminate information, and to
persuade/argue. Moreover, this part introduces communication in the workplace. It
emphasizes communication that takes place either inside or outside the workplace. It
also identifies the common communication materials in a workplace such as minutes
of the meeting, memorandum, letters, and reports. Furthermore, this part prepares
the students to become effective communicators through the activities prepared at
the end of the chapter.

Learning Outcomes

At the end of this chapter, the students are expected to:

a. convey ideas through oral, audio-visual, and/or web-based presentations

for different target audiences in local and global settings using appropriate
registers;

b. create clear, coherent and effective communication materials;

c. present ideas persuasively using appropriate language, registers, tone,

facial expressions and gestures; and

d. adopt awareness of audience and context in presenting ideas.

Learning Content
Said is not heard;
Heard is not understood;
Understood is not agreed;
Agreed is not implemented.

-A Dutch Saying
 The saying shown above gives us an idea on what effective communication is.
But what is it really about? What are the primary reasons why we communicate?

Generally speaking, people communicate to inform, persuade or argue.

Having an aim is what defines communicating with a purpose. While this might sound
simple enough in theory, it is the application that becomes rather complex since there
are many considerations that can come into play. West (2015) identifies these as
follows:

1. Purpose: Many people find it difficult to communicate well because the first thing
they think about is what they are supposed to say. A better strategy however is to
determine your purpose: why do you want or need to communicate?

2. Audience: After identifying your purpose, what you need to identify next is your
audience or who is going to receive your message. It is vital that your message is
specifically tailored to your audience so as to ensure effective communication.
3. Message structure: How are you going to convey your message? There are two
ways you can use: the direct and indirect approach. The direct approach is deductive.
This means that you state your main idea first then follow it up with supporting
statements. You can use this approach if you are emphasizing a result rather than
the steps you took to arrive to that idea. The indirect approach on the other hand is
inductive. This means that you start your message with a background and lead your
audience to the main idea. This is the traditional approach and you can use this if you
want to establish a common ground with your audience first.

4. Channel: After creating the message, you now have to choose an appropriate
channel to send it through. Will it be a written communication or a verbal one? If it is
verbal, will it be done face-to-face or through the telephone? Remember, the channel
you choose has a large impact on the effectiveness of your message that is why it is
important to consider its appropriateness.

Now that you know the things you have to consider in communicating
effectively, you now have to master the identification of the most important aspect of
communication: the purpose.

Communication Purpose 1: Obtain/Provide/Disseminate Information

Most definitions of ‘communication’ probably mention the exchange and

sharing of information between two parties. The etymology of the word itself,
‘communis’(common) belies what it is primarily about so basically, the main aim of
communication is the passing and receiving of information from one party to another.

One mark of literacy is the ability to seek out and understand information from
various channels of communication. These channels may be formal or informal.
Furthermore, the 21st Century has ushered in so many information sources that
getting information can be as easy with a few taps or clicks in a gadget. Given
below are some of the channels by which you can obtain information (The Health
Foundation, 2017):
 • Letters/E-mail • Group meetings,
workshops and
• Leaflets, brochures and flyers
conferences
• Merchandise or display materials • Webinars
(posters, charts, infographics, etc.) • Mobile technology (e.g.
• Blogs SMS and mobile
• Newspapers applications)
• Websites
• Film/Animation

Communication Purpose 2: Persuade/Argue

Influencing others is another purpose of communicating. A resource from the
University of Minnesota (2018), when we communicate to persuade or argue, we aim
to influence the beliefs, values, attitudes and behaviors of those who we are
communicating to. This is achieved mainly through the presence of three
components: the claim, the evidence and the warrant.

The claim is the statement that you want to be accepted by your audience. It
is the thesis statement that overarches everything else you will say. It is in turn
supported by evidence which is also called grounds. The evidence is vital in
ensuring that you will persuade your audience to believe your claim. And finally, you
have the warrant which is the underlying justification connecting the claim to the
evidence. For a clearer understanding of these three components, look at the
example:

Claim: Night curfews should be applied for minors in the community.

Evidence: Police reports have shown that many crimes are committed at
night and a lot of them involve the youth. Gang wars are
common as well as petty robberies.

Warrant: Ensuring that minors should be home at a specific time at

night will prevent them from getting in trouble in the streets.

While persuasion and argument is done in both informal and formal set-ups in
your everyday life, the most common channel by which this is done is through public
speaking. Now when you engage in public speaking to persuade, the first thing that
you have to clearly define is your proposition.

The proposition is the overall direction of your content and it can be classified
into three as follows:

1. Proposition of fact: This focuses on a belief whether something is or is not.

Ex. Most juvenile-committed crimes take place when idle youth get together at
nights in the streets, police reports indicated.

2. Proposition of value: This focuses on persuading others that something is good or

bad or right or wrong.
Ex. It is wrong for parents to allow their children to go out at night unsupervised.

3. Proposition of policy: This focuses on advocating whether something should

or should not be done.

Ex. Implementing night curfew ordinances can help alleviate juvenile crimes.

After setting your proposition, you now move on to organizing your speech.
You may use the following as your discussion templates:

a. Problem-solution
b. Problem-failed solution-proposed solution
c. Cause-effect
d. Cause-effect-solution
When you are brainstorming for your content, it is helpful if you remember
these three points: (1) if your audience already agrees with your proposition, work on
intensifying their agreement and trying to move them into action; (2) if audience is
neutral, give them a background of the issue so that they will see the relevance of
your argument; and (3) if your audience disagrees with your proposition, emphasize
on establishing your credibility, point out some common grounds to establish rapport
with them and add counterarguments to refute their opposing belief.

Communication in the Workplace

Any workplace would not ‘work’ at all without

communication. After all the transactions to keep
everything running would not be possible without
communication between the employees. Nonetheless
one of the challenges in the workplace still lies in the
communication level. This is because there are many
types of communication styles used depending on your
purpose. Basically, however, organizational
communication is the most used and the style you
should master in the workplace.

Types of Communication in the Workplace

A. Internal
This refers to the exchange of communication within the organization. Again,
there are various channels from which these are exchanged in such as telephones,
e- mails and hard copy of documents such as memorandums and letters.

Internal communication is organized in the following manner:

1. Vertical (Communication between employees with different

hierarchical positions)
• Downward (From employees of higher positions going to employees
with lower positions)
 • Upward (From employees of lower positions going to employees
with higher positions)
2. Horizontal (Communication between individuals having the same
hierarchical positions)

B. External

This refers to the exchange of communication from the organization to the

outside world. It can be formal and informal.

Common Communication Materials in the Workplace

A. Minutes of a Meeting
Meeting minutes are the written documentation used in informing employees
(both attendees and non-attendees) on what was discussed during a meeting.
Usually, it includes (Heathfield, 2012):
1. Participants’ names
2. Agenda
3. Decisions made by the participants
4. Follow-up actions committed to by the participants
5. Any other discussions worthy of documentation

B. Memorandum
The memorandum is used for communicating policies, procedures and other
related official business within an organization. It is composed of the following
(University of Minnesota):
1. Header
2. Date
3. Subject line
4. Message (Declaration, Discussion and Summary)

C. Letters
These are brief messages that are usually sent outside the organization. The
business letter type is used in the workplace and it contains the following elements:

1. Return address: This is usually indicated in the letterhead or the footer and
it indicates where someone could send a reply.
2. Dateline: Placed on top of the page, five lines from the top of the page or
the letterhead.
3. Inside Address: This indicates the name of the person you are sending
the letter to. Include the title or position of the person as well as the
name of his/her organization.
4. Salutation: This must always be formal. Do not use the word “Dear”,
instead, address it Sir or Madam depending on your need.
5. Body: Written in text form, the paragraphs must be separated by a line
in between.
 6. Complementary Close: This should be formal and the most appropriate is
“Respectfully yours”.
7. Signature line: Skip two lines after the complementary close and indicate
your complete name.

Reports
The reports done in the workplace usually compose of evaluation or
assessment of an issue or a set of circumstances of operations relevant to the
organization. It is written in an abbreviated style which allows the reader to go
through it as quickly as possible.

Headings and subheadings are used to indicate the different sections and if
necessary, bullet points, tables and diagrams are also included. Meintjes (n.d.) states
that the main function of any report is to deliver information quickly, clearly and
efficiently.

On the other hand, a resource from the Online Writing and Learning Link
(2010) gives a more comprehensive list on the purposes of the report:
• Examine possible solutions to a problem, situation or issue
• Apply business and management theories to practical situations
• Demonstrate analytical reasoning and evaluation skills in formulating
possible solutions and outcomes
• Identify conclusions to a problem or issue
• Provide recommendations for future actions
• Demonstrate concise and clear communication skills

More or less, the report generally contains the following elements:

1. Title: In formulating your title, you can simply base on the essentials of what
your report is all about.
2. Summary/Abstract: This is a paragraph that sums up the main points of your
report. This part is not always obligatory however and it is usually reserved
for long reports.
3. Introduction: In this part, you can describe the details of your report and
state the rationale.
4. Procedure: Here, you must describe the method of information-gathering
you used.
5. Findings: This is the presentation of your data in a concise and logical way.
You can present opinions and statements from relevant people or sources
and include graphics if appropriate.
6. Conclusions: This part sums up your assessment of what you have found out.
7. Recommendations: You may give suggestions or call to action for the future
based on your conclusions.
8. Bibliography: This should be listed in alphabetical order in a referencing
style recommended by your organization.
Assessment Tasks

Activity 1

Create a public announcement on R.A. 9003 or the Ecological Solid Waste

Management Act in your school. Choose one of the given channels and present your
work by uploading it to your classroom online platform.

1. Vlogging
2. Blogging
3. Lecture through a formal video presentation
4. Storytelling through video presentation
Rubrics:

1. Content Quality 40
2. Speech & Grammar 20
3. Organization 20
4. Clarity and Delivery 20
Total 100%

Activity 2

In accordance to what you have learned about persuasive/argumentative

communication, write a short editorial on any of the given topics. For starters, you
may organize your ideas by filling out the table below.

Topics: 1. Raising of taxes for alcohol and tobacco products

2. Philippines’ military association with Russia/ USA

3. No plastic policy in establishments

4. Closing and cleanup of beaches like Boracay

5. Real impact of the MTB-MLE program in basic education levels

6. Effect of Covid19 in your mental, physical, and emotional health.

7. Can the government sustain funding needed in addressing the pandemic?

8. Is Covid19 natural or lab made?

Claim/Proposition
Type of Proposition

Discussion Template

Rubrics:

1. Content 40
2. Grammar & Language 20
3. Organization & Clarity 20
4. Support To Views/Points 20
Total 100%

Activity 3

Look for examples of the following and comment on them in terms of

their purpose, style and format. Write a short reflection about these.

• Memorandum
• Business letter
• Report
•
Rubrics:

1. Content & Depth of Reflection 40

2. Grammar & Language 20
3. Organization & Clarity 20
4. Conventions 20
Total 100%

Activity 4

Create a zoom account then conduct a meeting with your classmates and
professor. Pick your favorite topic in activity 2 then discuss your views among the
attendees.
Follow the links below to guide you on how to create a zoom account.

Link1: [Link]
%20Through%20Zoom.p

df Link 2:

[Link]

V8 Link 3:

[Link]

Rubrics:

1. Content quality 40
2. Speech & grammar 20
3. Organization 20
4. Clarity and Delivery 20
Total 100%

Activity 5

Group Activity: (5 members)

Produce a short film or film animation. Pick a topic/theme below.

1. The advantages and disadvantages of 2 months lockdown

2. The trending online selling
3. The issue on position of tax among online sellers

Rubrics:

1. Originality 20
2. Lighting, timing, audio, editing and backgrounds 30
3. Storyline 40
4. Character & Characterization 10
Total 100%
Activity 6

Group Activity (10 members)

Create a webinar following the format below.

1. Topic ( any preferred topic)

2. Time (good for 30 minutes only)

3. Participants

4. With moderator

Parts of the Program

1. Setting the Mood (moderator’s part)

2. Prayer

3. Opening Remarks

4. Introduction of the speaker

5. Lecture Proper

6. Closing Remarks

Rubrics:

1. Completeness of Parts/Elements 20
2. Content 40
3. Clarity and delivery 20
4. Promptness & Time Constraint 20
Total 100%

Take a Breather

The word memorandum originates from the gerundive of the Latin word
memorare which means “something to be remembered”. The word, therefore, was
originally used as an adjective and was placed at the head of a note for future
reference.
References

Heathfield, S. M. (2012, February 26). What Are Meeting Minutes and Who Records
Them at a Meeting? Retrieved from [Link]
meeting-minutes-and-who-records-them-1918733

Online Writing and Learning Link. (2010). What is a business report? - OWLL -
Massey University. Retrieved from [Link]
is-a- [Link]

Oxford Dictionaries. (2018). Structuring a business report | Oxford Dictionaries.

Retrieved from [Link]
report

The Health Foundation. (2017). Communication Channels: A Guide. Retrieved from

[Link]

University of Minnesota. (2016, September 29). 11.2 Persuasive Speaking

Communication in the Real World: An Introduction to Communication Studies.
Retrieved from [Link]
speaking/

West, J. (2015, February 12). Strategic Communication to Inform or Persuade.

Darden Ideas to Action. Retrieved from

[Link] communication-to-inform-or-
persuade/
 CHAPTER

COMMUNICATION FOR WORK PURPOSES

7

Introduction

Communication is vital and maintains a safe and efficient workplace

environment. How we interact with clients and staff will affect how well the
organization functions and how satisfying you find your job to be. Effective
communication in the work place is imperative in a leadership role. An age –old
aphorism goes,” It’s not what you say, but how you say it.” Good communication
skills is what separates a poor leader from exceptional one. Having effective
communication skills is the key to good leadership.

Learning Outcomes

At the end of this chapter, you are expected to:

a. convey ideas through oral, audio-visual, and/or web-based presentations
for different target audiences in local and global settings using appropriate
registers;
b. create clear, coherent and effective communication materials;
c. present ideas persuasively using appropriate language, registers, tone,
facial expressions and gestures; and
d. adopt awareness of audience and context in presenting ideas.

Learning Content

 Communication for Nurses: Writing Basic Patient Notes

 Communication for Journalists: Writing a Lead
 Tour Guiding
 Communication for Teachers: Storytelling
 Communication for Business and Trade
 Writing Business and Technical Reports
 Communication for Employment: The Resume
 Communication for Employment: The Application Letter
 Communication within a Company: The Memorandum
 Writing Minutes of Meeting
 Communication is critical in
getting the job done, as well as
building a sense of trust and
increasing the productivity of
employees.
[Link] [Link]>wiki

Workplace communication is the transmitting of information between one

person or group and another person or group in an organization. It can include
emails, text messages, voicemails, notes, etc.

Given below are some of the channels by which you can obtain information
(The Health Foundation, 2017):

✓ Group meetings, workshops and conferences

✓ Webinars
✓ Mobile technology (e.g. SMS and mobile applications)
✓ Websites
✓ Film/Animation
✓ Media coverage (professional and consumer media)
✓ Social media
✓ Letters/E-mail

Considering the richness of your information source is also important. You

have to know which channel of communication can provide you with the best and the
most information. Traditionally, channels that are done through physical presence
such as meetings can give the most reliable and richest information source. This is
followed by personal interactive such as communication done through the telephone
or through the internet such as webinars.

The leanest information sources on the other hand come from impersonal
interactive channels such as e-mails and social media as well as impersonal static
channels like letters, reports, news updates and newsletters.

✓ Leaflets, brochures and flyers

✓ Merchandise or display materials (posters, charts, info graphics, etc.)
✓ Blogs
✓ Advertisements
✓ Newspapers

Communication for Business Meeting

For workplace communication, the following

should be observed:

1. Efficiency and promptness

2. Truth and validity
3. Reliability and confidentiality
4. Conciseness and clarity
 LESSON

Communication For Nurses: Writing Basic Patient Notes

Writing a patient's notes is one of the primary responsibilities within the

nursing profession. At the start, it can be daunting. However, it's integral to delivering
top- quality care.

Regardless of the form of the records (i.e. electronic or paper), good clinical
record keeping should enable continuity of care and should enhance communication
between different healthcare professionals. Here are some tips on how to write
concise patient notes...

Ensure your writing is clear and legible

Illegible handwriting can lead to a patient receiving the wrong medication or
an incorrect dosage of the right medication. This can have serious, or even fatal,
consequences.

Note all communication

Jot down everything important you hear regarding a patient's health during
conversations with family members, doctors and other nurses. This will ensure all
available information on the patient has been charted. Always designate
communication with quotation marks.

Write as often as you can

Write your notes within 24 hours after supervising the patient's care. Writing
down your observations and noting care given must be done while it is fresh in your
memory, so no faulty information is passed along.

Try the PIE format

PIE stands for problem, intervention and evaluation. Writing in this format
allows your colleagues to see what steps you've taken to resolve any problems.

Example:

Problem: Patient's oxygen levels dropped. Intervention: Patient was given one litre
of oxygen via nasal specs. Evaluation; Patient's oxygen saturations increased:
continue to monitor.
 Know what sort of things to record

Examples of what you should be recording are:

• Care takeover • Medications

• How the patient is feeling - al • Food and fluid intake
• • Bladder
• ert, drowsy, confused, etc. • Bowels
• Mobility • Pain
• Blood glucose • Abnormal readings

LESSON 2

Communication for Journalists: Writing A Lead

In journalism, the beginning sentences of a news story are everything. Called

leads or “ledes,” they must convey essential information, set the tone and
entice people to continue reading. If you’re interested in becoming an expert
journalist, understanding how to write a lead is a key skill for your toolbox.

Tips for Writing Leads

The Five W’s and H

News writing strives to answer “The Five W’s and H:” that is, Who, What,
When, Where, Why and How. Good leads answer as many of these questions as
possible in a single sentence. When writing a lead, it helps to think about which of
these facts is the most vital for readers to know.

Keep It Short. A good lead provides all the information the reader requires in just a
few words. Ideally, a lead should be between 25 and 40 words.

Keep It Simple. Don’t clutter up the lead with unnecessary adjectives or adverbs.
Also make sure that your lead only discusses one idea to avoid confusion.

Write in Active Voice. Avoid all forms of the verb “to be.” Common exceptions
including writing about fatalities (“two people were killed Thursday”) and when
discussing police activity (“two people were arrested”). Passive voice is often the
result of incomplete reporting.

Structure Your Lead Properly. Put your most crucial information at the very
beginning of the sentence. Important secondary information can go in subsequent
sentences. Not following this practice is called “burying the lead.” If you need
attribution in your lead, make sure it goes toward the end of the sentence because it
is less important than the information itself.
Understand the Context. Keep in mind what your readers may already know about
your story based on previous media coverage. Write in a way that speaks to these
realities and adds relevant, useful information.

Be Honest. Never mislead the reader. If you promise a certain type of information
with your lead, you should be ready to deliver.

Once you understand these cardinal rules, you can begin to experiment with style.

7 Types of Leads

Style implies a certain degree of voice and personal ownership over how a
story is written. Although there are many ways to write leads, here are seven
common approaches.
Straight Lead. Also called the “summary” lead, this is by far the most common and
traditional version; it should be used in most cases. It is a brief summary, containing
most of the Five W’s and H in one sentence.

“The European Parliament voted Tuesday to ratify the landmark Paris climate
accord, paving the way for the international plan to curb greenhouse gas emissions
to become binding as soon as the end of this week.”

Anecdotal Lead. The anecdotal lead uses a quick, relevant story to draw in the
reader. The anecdote must help enhance the article’s broader point, and you must
explain the connection to that point in the first few sentences following the lead.

“At the dilapidated morgue in the northern Brazilian city of Natal, Director Marcos
Brandao walks over the blood-smeared floor to where the corpses are kept. He
points out the labels attached to the bright metal doors, counting out loud. It has not
been a particularly bad night, yet there are nine shooting victims in cold storage.”

Scene-Setting Lead. The scene-setting lead describes the physical location where a
story takes place.

“On the second floor of an old Bavarian palace in Munich, Germany, there’s a
library with high ceilings, a distinctly bookish smell and one of the world’s most
extensive collections of Latin texts. About 20 researchers from all over the world
work in small offices around the room.”

First-Person Lead. This lead describes the journalist’s personal experience with the
topic. It should only be used when you have a valuable contribution and perspective
that help illuminate the story.

“For many of us, Sept. 11, 2001 is one of those touchstone dates — we
remember exactly where we were when we heard that the planes hit the World Trade
Center and the Pentagon. I was in Afghanistan.”

Observational Lead. When offering an authoritative observation about a story and

how it fits in with the larger picture, you should make sure you know the broader
context of your subject matter.

“Tax records and literary criticism are strange bedfellows. But over the weekend,
the two combined and brought into the world a literary controversy — call it the
Ferrante Furor of 2016.”

Zinger Lead. The zinger lead is dramatic and attention-grabbing. Although it has a
strong tone, it requires a hard set of facts to back it up.

“His last meal was worth $30,000 and it killed him.” (The story was about a man
who died while trying to smuggle cocaine-filled bags in his stomach.)
Question Lead. Question leads do just that: ask a question. Although they are
effective in sparking interest, use them sparingly because they generally do not
provide the main points of a story as concisely.

“What’s increasing faster than the price of gasoline? Apparently, the cost of court
lobbyists.”

Ultimately, understanding the types of leads and style options available can help
journalists tell stories as clearly and effectively as possible.
 LESSON 3

Tour Guiding

Guides are tourism professionals that lead their guests through the most
interesting parts of their region. It is their task to entertain visitors to their region and
to help them to interpret the sights that they are visiting. They help tourists to have a
positive experience and take care of their guests as good as they can.

The activity of TOURISM as well as GUIDING started way back during the
period prior to the birth of Jesus Christ in Bethlehem. This was during the eve of
Christmas, when Joseph an ordinary carpenter in Nazareth with Virgin Mary who was
pregnant as unto her womb was a baby conceived by the Holy Spirit, traveled to
Bethlehem in order to worship together with other Jews who did the same.

Due to non-existence of travel agents and tour operators during that time,
Joseph and Mary made their journey from Nazareth and entered Bethlehem as walk-
in visitor, without anybody doing room reservation for them, thus, both arrived in
Bethlehem with all the rooms taken as they are already fully booked. Joseph and
Mary then found no room to stay for even an overnight, resulting as it did for the
couple to sleep in a manger, where Jesus was unexpectedly borne.

Then the THREE great KINGS Gaspar, Melchor and Baltazar were notified by
the Holy Spirit through the shining comet that appeared over the horizon, symbolizing
the birth of the Son of God in Bethlehem to where the comet rays were pointing. The
same rays served as the guide for the three kings’ journey towards Bethlehem, to
deliver their gift and presents to Jesus Christ the King of all Kings.

The significance of the story in so far as tourism and tour guiding is

concerned is the lesson that the Jewish learned the necessity of tour operator that
could have arranged a reservation for Joseph and Mary prior to their journey to
Bethlehem with a licensed local tour guide to have met and ushered them to the hotel
for their accommodation.

Definition and Meaning of Terms And Phrases

DYNAMICS. “Webster in 1994 edition of his dictionary, defines the word DYNAMICS,
as the “Branch of mechanics that deals with matter in motion and forces that produce
or change such motion, the moving moral”, what does this mean to Tour Guiding
then?
It elicits the understanding that the subject deals on the activities, movements and
such other actions or doings in the subject of Tour Guiding. These are the things to
do and not to do by a tour guide in delivering this component tourism service to
tourists or clients that require it.
TOUR GUIDING. What does the word mean? Before we proceed to the meaning of
this word, let us first go back to its root word, TOUR.

TOUR. According to Webster, TOUR means “a journey for sightseeing, business or

education ending at a place from which one started out.” Therefore, it simply means
any movement of person with the purpose and mission to enjoy and accomplish that
purpose, from a place of origin to a certain place necessary to do the purpose of his
movement or journey that ends up in the same point of his origin or from where he
comes. It is not specifically referring to a foreigner or person of whatever nationality,
religion, color or political ideology. The meaning Webster advanced as it is asserted,
is generic in form in so far as the person is concerned and the purpose it intends to
achieve.

Then, let’s go further to the word TOURIST. It is necessary to understand this

word because without a TOUR and TOURISTS, TOUR GUIDING is of no necessity.

TOURIST. The word TOURIST is defined as “a person visiting or staying for period of
time certain in a place on holiday.” Holiday means, a break from the day to day works
for unhampered enjoyment of that specific time for rest and recreation, Then, let’s go
to the word GUIDE.

GUIDE. “A person who shows the way to the stranger, to tourist or mountaineers,
book of information for visitors to a place, an adviser, a book for beginners, the
principle governing behavior of choice. To control, direct or influence.

And, further, let us go to the foundation of all the above. TOURISM

TOURISM. In the same 1994 edition of the dictionary, Webster defines TOURISM as
“the practice of touring for pleasure, the industry of attracting tourists and catering to
them.” This simply means that TOURISM is a certain sector having collective
activities, consolidating all service components related to the delivery of such to the
tourists.

To this representation’s mind, TOURISM means:

T – Travellers or Tourists with

O – Objectives to EXPERIENCE and ENJOY, the
U – Uniqueness of an UNDISTURBED ENVIRONMENT, in a
R – Resting place complemented with activities, where
I – Income & socio-economic needs are generated from infrastructure, and,
S – Services rendered by persons
M –Motivated to preserve the natural resources in order to pamper people.
 By coincidence or accident, or whatever you may call it, the same meaning
finds its right place in the VISION Statement adopted by the planners in formulating
the Boracay Island Master Development Plan that says:

The VISION

“PARADISE – RECAPTURED, for PEOPLE from all parts of the world to

experience, OFFERED by PEOPLE in this part of the world.”

Therefore, TOURISM is not only a mere movement, but a journey of people

either one or a thousand to a certain destination, with the innate desire for an
ultimate purpose-that is to experience and savor what the destination and its people
can offer and the tourist would avail.

TOUR GUIDE & TOUR GUIDING

Anchored on all the foregoing explanations, therefore, we can now easily

assume the reality more than a theory, that there could never be a TOUR GUIDE as
there could never be an activity or tourism component service of TOUR GUIDING
should there be no TOUR, TOURISTS and much more TOURISM as a potent
industry.

In correlating all the words in the title or the subject, “DYNAMICS of TOUR
GUIDING”, to the mind of this author, obviously, what it intends to elicit are the
Qualities, Role, Duties and Responsibilities of a Tour Guide relative to the delivery of
Tour Guiding service to the tourists, hence,

QUALITIES, ROLE, DUTIES AND RESPONSIBILITIES of a TOUR GUIDE

RELATIVE TO TOURISM

The World Association of Travel Agencies, WATA, a cooperative non-

government organization of independent tour and travel agencies with exclusive
membership of only one per city or state or country of 10 Million traveling population,
defines a TOUR GUIDE in its book dubbed WATA-MASTER KEY made as reference
for WORDS, TERMS and PHRASES officially used by travel agents, tour operator,
airline and shipping companies, hotels resorts and such other providers of tourism
related services as, “Someone who is licensed to take paying guests on a local
sightseeing and excursions, while explaining the special features and significance of
sights along the route, and places of historic and economic importance.” Therefore, a
licensed tour guide, is not only what as Webster defines “as someone showing the
way”, but most importantly imparting information of the locality’s tourism attractions
for the tourist to experience and enjoy.

To be most effective in satisfying a client/customer tourist or visitor a LOCAL

TOUR GUIDE, in tourism parlance while conducting a tour, must have something of
everything. His principal duty and obligation is to GUIDE and NEVER to MIS-GUIDE,
to INFORM and never to MIS-INFORM. He/she is the person show-casing the
natural as well as man-made assets of tourism value of the locality. He is the epitome
of a person with well-rounded personality. He must have the first hand information by
way of personal experience of the places to be visited, the test of every service
component, and the know-how of the outstanding features of the sights and sounds
peculiar in the place. The TOUR GUIDE therefore, must always have the qualities of,
and act like a:

Teacher or Mentor, and must have the mastery of the basic information including
history, personages related landmarks, monuments and structures, so the delivery of
the same information to tourists under his/her care must be with fullest clarity and
complete authority. For whatever he says and describes, the tourist have no choice
but to believe. It should be noted, however, that most of the tourists before going to a
place for sightseeing, may have already gained some information that convinced
him/her to come and visit the place. So, that, once the tour guide fails to properly
deliver the right and correct information about the place or attraction, they be natural
or man-made, dissatisfaction on the part of client is expected; complaints shall flow in
to the management of the tour or travel agency that shall ultimately mean losses on
the part of the latter, and the locality as the same negative impression may easily
spread in the tourism community where the dissatisfied client originate, thus, others
who are would-be visitors may shy away and recall its intention to visit the same
place, and divert to other destinations which they believe having the efficient service
by local tour guides.

Public Speaker, Commentator, Announcer or Desk Jockey – A Tour Guide must

speak in a well modulated voice with fullest clarity extemporaneously and delivered
spontaneous with the timing of passing through or upon sight of the spot, structures
and objects of tourism importance and value.

Leader or Shepherd – For a tour guide leads the way; it is on him/her that the
visitor solely depends on where to go and what to do, while within his turf or area of
responsibility.

Program Host and Entertainer – For it is his/her duty to entertain and eliminate
boredom of tourists under his/her care. For which purpose, he/she must be equipped
with a talent to entertain, in whatever form. Theses can be in the likes of music or
singing, instrument playing, cracking a joke or humor, and mastery lines in famous
poems, adages and dictum that could be of interest to his audience the tourists

Ambassador of Goodwill and Diplomat – for he/she is expected to speak only the
best that the place could ever offer to tourists, and squarely deals every question and
need of tourists/visitors with diplomacy. He/she is expected to never say NO, to any
lawful and moral request, or I don’t know, to any query asked of him/her by the
tourist. Any reaction to the request or answer to a query must be delivered with clarity
and in a subtle way. It is the duty of a Tour Guide to learn the country of origin,
nationality, tradition, language and religious belief of the tourists, so that, when the
tourists arrive, the tour guide shall have the readiness to inter-act and bonding
process can easily be had. Delivering a welcome note, greetings and gesture of
respect from English translated to the language or dialect of the tourists can easily be
appreciated by and the feeling of trust established as a means of bonding process
with the guide and the tourists.
alesperson – for he/she is expected to convince his customers/clients to spend more
money in the locality by way of extending his/her stay, and taking tours or other
activities i.e., shopping, dinner with show, night club visits, etc., in addition to what is
pre-paid and included in original itinerary. For in doing so, the tour-guide earns extra
income by way of commissions in addition to the professional fees for his services on
the pre-paid arrangements.

Innovator – for he is expected to introduce innovative ideas and put them into
motion complimentary to his principal obligation to inform, sell or market and
entertain. The best example for an innovative idea is looking into the date of birthday,
wedding anniversary of a customer, then announcing on board the same with the
expression of the best wishes and greetings. Offering a bouquet of flower or a token
symbolizing the greetings and wishes could be very much appreciated by the
customer.

Student – for he/she is expected to continually conduct research, studies and

readings of current events, new facilities, utilities, products and services of tourism
orientation offered and are available. It is his/her bounden duty to learn, familiarize
and educate himself/herself first before educating others.

Tourism Service Component for Tour Guide

Tour Guide is indispensable as they are required and are necessary in the following:

• Transfer Out for Departing to their onward destination;

• Transfer In – for Incoming guests; and,
• Transfer Services – This service component required particularly on organized
packaged tours availed by tourists on arrival in, and departure from transport
terminals (Airport, Sea Port, Bus and Train Terminals). This is where tour guide
acts to welcome and usher the guests to the hotel. This is classified into:
• Sightseeing – a short trip within the city locale visiting historical landmarks,
monuments museums and parks, olden churches and institutions of higher
learning significantly related to famous personalities who contributed
outstanding works and achievements enriching the cultural heritage and history
of the locality;

• Tour/Excursion – a journey outside of the city or town center to a certain

attraction that lasts for a day or overnight. (Slide No. 13)

Dynamics in Tour Guiding (Responsibilities And Duties Of The Tour Guide)

The performance of the responsibilities, obligations and duties of the TOUR

GUIDE begins upon receipt of the written assignment from the TOUR AGENCY, with
the complete TOUR ITINERARY, ROOMING LIST and such other documents given
out for the purpose, i.e., Service Vouchers/Exchange Orders for service suppliers,
i.e., hotels, restaurants, transportation, etc., that maybe included in the package of
services, when and where the TOUR GUIDE has the working basis, in looking into
the program or activities, accommodation requirement and location of the hotel,
restaurant for dining, shops for shopping and places for sightseeing and excursion.
 However, the actual conduct of his TOUR-GUIDING service starts upon
reporting for duty to handle the conduct of a tour classified into two categories, as
follows:

REGULAR RUN or REGULARLY or PERIODICALLY OPERATED SIGHT SEEING

TOURS/EXCURSIONS – While tourists are boarding the transport unit, i.e., Car, Bus
or Motor Coach for OVERLAND sightseeing or excursion, Boat for Island Hopping ,
Cruising, Snorkeling and Plane for Air Sightseeing. After tourist joining this
component service are settled in their seat, the TOUR GUIDE, then delivers the
BRIEF COMMENTARY on the overview of the destination and the expected point for
stops over with exact period of time allotted to stay, and, what are the services
expected while in the same point/area.

CUSTOM TAILORED PRE – ARRANGED LOCAL GROUND SERVICES -Upon

meeting of tourists in their arrival point (airport, sea-port or Bus/Train Terminals) for
which the hereunder services may be included in the pre-arranged ground services

A. On Transfer In

Upon Boarding the land transport exclusively chartered for the purpose.
In this component service, the tour guide’s duty are to:

1. Ask for the FINAL ROOMING LIST of the guests if traveling together in a
group;
2. After Boarding and tourists are seated, deliver the WELCOME NOTE;
3. Then distribute the Comment Form together with the Tour Itinerary containing
the schedules with precise timings; and briefings and orientation of the guest
on the following: (Slide No. 12)
4. Name, Description of Facilities and Location of the Hotel and the inclusions
on Accommodation (Meals, Bed and Breakfast);
5. The Estimated Travel Time (ETT);
6. Overview of the City, Province and Country that includes:

o History;
o Socio Economic Profile including Population based on latest census and
statistics
o Currency and Exchange Rates of US Dollar to Local Currency;

7. If time permits, the tour guide may orient/brief ahead the tourist in regards the
succeeding activities, particularly the schedule that includes time of assembly
at the hotel lobby and time of departure to the place included in the tour
program;

• Upon arrival at the hotel:

1. Assist the Tour Coordinator in the registration of the tourists for check-in
purposes;
 Assist the distribution of keys in accordance with the Rooming List, (Note:
Normally, hotels are serving welcome drinks while rooms are assigned and keys are
individually distributed). The tour guide then is expected to assist the hotel’s tour
coordinator in serving the welcome drinks.

B. On Sightseeing and Excursions

During this activity, the Tour Guide is expected to be at the hotel at least One (1)
hour before scheduled time of departure, and see to it that:

– The unit of transport required for the trip is ready with all the necessary gadgets
and amenities are at hand and working particularly the air-conditioning and public
address system;

– Tourists are duly reminded of the Time of Departure;

– Tourists are assembled in the hotel lobby at least 30 Mins, prior to the scheduled
time of departure;

1. Tour Guide shall assist guests in boarding the transport unit;

2. Do the headcount prior to taking off for the sightseeing/excursion;
3. Start the commentaries by way of delivering the WELCOME NOTE and the
expected component services as they are included in the tour program and/or
Tour itinerary;
4. Brief or Orient the tourists/guests on the place, and period of time allowed for
stops over, the place and their amenities as expected by them.
5. Deliver the information on landmarks special feature in relation to History and
Importance together with personages attached to it, particularly boulevards,
avenues and streets, monuments, shrines, museums, etc.

C. On Transfer Out

Tour Guide is expected to:

• Be at the hotel at least two (2) hours before scheduled time of departure by the
guests from the hotel to the terminal point of departure for onward journey;
• See to it that guests have already cleared of their personal charges and
checks- out of hotel smoothly;
• transport equipment is at hand and ready;
• See to it that luggage are collected from their respective room and duly
accounted for loading;
• See to it that guests are boarded in the bus or coach on time of the scheduled
departure from the hotel;
• Collect the COMMENT FORM if it is practice by the tour company;
• While on board and on the way to the terminal for departure to onward
destination, the guide shall deliver the orientation on the important reminders
while cruising of what to do at and the facilities of the terminal, i.e., availability
of souvenir shops, restaurants money changing shop, duty free shop, etc.,
thence the FAREWELL NOTE must be delivered.
 The Six (6) Most Important Things to Do For An Effective Tour Guide

• Know by heart the importance of tourism and its component services

• Learn the rudiments of tour guiding
• Read and enhance your knowledge of history, national, regional, provincial and
the places of tourism importance
• Develop self-confidence
• Be innovative

• Research, research and conduct more research

LESSON 4

Communication for Teachers: Story Telling

In order for schools to improve the literacy learning of all students, different
pedagogical strategies need to be employed. Using storytelling in the classroom is one
way to address literacy development by improving oral language, reading
comprehension, and writing. Because of the interrelated nature of the processes
involved in reading and writing, storytelling is an effective pedagogical strategy that
can be woven into instruction to increase students’ competencies in all areas.

Storytelling as a means of instruction has been around forever. Before there

was any form of written communication, there was verbal communication. Stories of
the ancestors were passed on from one generation to the next. Through these stories,
children learned such things as how their people came to be, how they should live and
interact with their community, how to pick up and master certain life skills, and so
much more.

Why Do We Tell Stories?

Whether in caves or in cities, storytelling remains the most innate and

important form of communication. All of us tell stories. The story of your day, the story
of your life, workplace gossip, the horrors on the news. Our brains are hard-wired to
think and express in terms of a beginning, middle and end. It's how we understand the
world.

Storytelling is the oldest form of teaching. It bonded the early human

communities, giving children the answers to the biggest questions of creation, life, and
the afterlife. Stories define us, shape us, control us, and make us. Not every human
culture in the world is literate, but every single culture tells stories.

Can You Be a Storyteller and a Teacher?

You already are. Teachers are storytellers, and storytellers have been teachers
for millennia. In reality, teachers don't see themselves as storytellers. Or rather, they
see
the occasional storyteller and think it's a theatrical, exaggerated show more akin
to acting. But hang on a minute -- being a teacher definitely involves acting and
theatrics.

Interactive Storytelling

It is important at this stage that I describe my particular style. I don't rely on just
"speaking" the story. I don't sit still in a chair. I talk slowly, with alternating rhythm. I
walk around. I use my hands a lot. And, most importantly, I invite children from the
audience to act out the story as I tell it. They dress up in funny hats and other props,
and they follow the instructions in the story and repeat the dialogue I say. I stop and
start the story a lot, asking the audience to contribute sound effects, to answer
questions, to make suggestions.

The Many Benefits to Storytelling

When you tell your first story, there is a magical moment. The children sit
enthralled, mouths open, eyes wide. If that isn't enough reason, then consider that
storytelling:

• Inspires purposeful talking, and not just about the story -- there are many games
you can play.
• Raises the enthusiasm for reading texts to find stories, reread them, etc.
• Initiates writing because children will quickly want to write stories and tell them.
• Enhances the community in the room.
• Improves listening skills.
• Really engages the boys who love the acting.
• Is enjoyed by children from kindergarten to the end of elementary school.
• Gives a motivating reason for English-language learners to speak and write English.

So How Do You Become a Storyteller?

1. Read as many different world folktales, fables, myths, and legends as you can.
2. Watch professional storytellers and take notes about how they do it. Every
storyteller is different, and you can learn something from them all.
3. Build your confidence by reading your students picture books or chapter books
with an interesting voice. Stop to ask questions. Make the book reading
interactive. It will help you create a shared event with a story.
4. Pick stories with small numbers of characters and repeating events, as these are
easiest to remember. Having said that, pick any story you like -- no,that you love!
If it captivates you, it will captivate the younger ones, too.
5. Write the stories down in a notebook. Writing helps you remember a story, and it
models the same to the children.
6. When you start "telling" your story, it's OK to have the book nearby and to take a
look at it if you forget a part. Don't be too hard on yourself. You are a student
again.
7. Get yourself a "prop box" made of old bits of linen, and fill it with hats from
charity shops and random objects that children can use imaginatively. I got a lot
of my materials from recycling centers.
Why is storytelling important in education?

Aside from being a great way to grab the attention of your students
and engage them in the lesson, stories also:

• Give students a way to understand their world. Even fantasy stories, which on the
surface appear to have nothing to do with reality, are able to present truths that
apply to students’ lives.
• Better enable students to remember facts. Stories connect the emotional with the
logical. This utilization of multiple areas of the brain strengthens the ability to recall
the facts embedded within a story.

• Have the ability to calm and focus the minds of our students. And in this state, a
student’s mind is much more receptive to new information.

LESSON 5

Communication for Business and Trade

Objective

• Identify strengths and needed skills for improvement

• Construct personal and business SWOT analysis

SWOT Analysis

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 compute
crashes. As a solution to this problem, the employees could be trained and
better software could be purchased.
2. External factors. External factors are things we cannot control. For example
is inflation rate of goods due to government regulations.
 Internal Analysis External Analysis

Internal strength and External opportunities and

weaknesses threats

Identification of the key

Continual Feedback strategic issues Continual Feedback

Evaluation of options and

selection of strategy

Implementation and
management of the chosen
strategy

The process of SWOT (Riston, 2008)

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.
3. This can be an aid for the managers and directors reduce threats by
understanding their company’s current weaknesses.
4. This can be used by the people in a company as a planning technique.
5. 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

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

SWOT analysis matrix (Whalley, 2010)

Strengths Weaknesses
Opportunities How do I use these strengths to How do I overcome the
take advantage of these weaknesses that prevent me
opportunities? from taking advantage of these
opportunities?
Threats How do I use my strengths to How do I address the
reduce the impact of threats? weaknesses that will make
these threats a reality?

SWOT Analysis of a Coffee Shop

STRENGTHS WEAKNESS

• Close to universities and • No experience in

public transport operating a business
• Cheaper products offered • Lack of funds for the
other than popular brands start-up of the business
• Ambiance is good for study • Less popularity
and leisure. compared to well-
• Growing demand by different known brands
markets for coffee shops. • Staffs to be
trained for
operations

OPPORTUNITIES
THREATS
• New products and services • There are lots of
are offered for expansion of popular coffee
the market shops.
• Brand franchising is also an • There are a7ls5o competition
opportunity to expand with other coffee
shops also starting-up
 adapted from Wakat, G. S. et al.(2018). Purposive Communication. Quezon City, Metro Manila: Lorimar Publishing, Inc.

Assessment

I. Create your Personal SWOT Analysis

Directions: Imagine you are going to apply as a marketing director, accountant,
general manager, financial analyst, or any position you wish in a corporate
world.

a. Assess yourself first by listing your potentials, capabilities, talents, skills or

skills to improve in a draft.
b. Edit and proofread your work. You may write the items in phrases.
Observe parallelism in writing the items.
c. Use the matrix below to plot your own SWOT.

Personal SWOT Analysis

STRENGTHS WEAKNESS

• •

• •

• •

• •

OPPORTUNITIES THREATS

• •

• •

• • 76

• •
II. Business Plan Presentation
Directions:

a. Create a type of business you wish to have in the future. Name your business and
identify the nature of it (Product oriented or service-oriented) or how it is operated.
b. Make a simple feasibility study of your business (strategic location, population
density, market potential, etc.). A feasibility study is a study, which is performed
by an organization in order to evaluate whether a specific action makes sense
from an economic or operational standpoint. The objective of the study is to test
the feasibility of a specific action and to determine and define any issues that
would argue against this action.

c. Make a SWOT analysis from your gathered data.

A. Name of Business
Nature of Business
Business Introduction

D. Description of
Products or Services

Technological
Considerations

Product/Service
Marketplace

Marketing Strategy

SWOT Analysis

STRENGTHS WEAKNESS

• •

• •

• •

• •

OPPORTUNITIES THREATS

• •

• •

• •

• •
 LESSON 6

Writing Business and Technical Report

Objectives:

• Explain the classifications, parts, and types of reports

• Write a sample report applying the principles of report writing style

Engaging: Putting Things in the Right Perspective

1. List the types of reports you usually do in school. How do you frame such report?

1. Search for sample of old reports online from student councils, government
offices, companies, schools, hospitals, and other organizations.
2. Draw a Venn diagram to show the similarities and differences of school reports
and the report that you brought.

Venn Diagram
 A report is a comprehensive document that covers aspects of the subject
matter of study. It presents results of an experiment, investigation, research or an
inquiry to a specific audience.

Business and Technical Reports

Classification Types Parts

Informal • Progress Report
• Sales Activity Report
• Personnel Evaluation • Title Page
• Financial Report • Table of Contents
• Feasibility Report • Executive Summary
• Literature Review • Introduction
• Credit Report • Methods
Formal • Informational Report • Findings
• Analytical Reports • Conclusion
• Recommendation • Recommendation
Reports • Bibliography
• Research Reports
• Case Study Analysis
Reports

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.

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 lnformal 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
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 makes 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)

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, feedback, and • Results of a research
Report other types of Information without on the use of HIV
analysis or recommendations patients
• Presents an update of an operation,
an information or status of a current
research so readers can understand
a particular problem or situation
Analytical • It goes beyond just presenting • Explanation of what
Reports results. causes a phenomenon.
• Analytical reports present results, • Presentation of the
analyze those results, and draw results of a traffic study
conclusions based on those results, It showing
attempts to describe why or how • accidents at an
something happened and explains intersection
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...
Recommendatio • This type advocates a particular • using treatment X is
n Reports course of action. This usually more efficient than
presents the results and treatments Y and Z.
conclusions that support the However, that does not
recommendations. mean that you will use
• What should one do about a treatment X as cost
problem? and other
• Can a team do something? considerations might
• Should one change techniques, recommend treatment
methods, technology, or do Y.
something else?
Research • Most widely used report usually in • Writing a report on
Reports 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.
adapted from Wakat, G. S. et al.(2018). Purposive Communication. Quezon City, Metro Manila: Lorimar Publishing, Inc.
 Parts of a Report

Parts of the Brief Contents Language

Report Description Characteristi
cs
Title Page Name of the • Name of the report in all caps (e.g. FINAL factual
report REPORT)
• Receiver’s name, title and organization
• Team name and team members
• Date submitted (month/data/year)
• The author/s, and their association/
organization.
• The author's. and their association/
• No page number on title page (page 1 is
executive summary)
Table of What you • Show the beginning page number where Factual
Contents find in the each report heading appears in the report
report (do not put page number range, just the
first page number).
• 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 • Should be no longer than one page. Factual, use
Summary of the report • It provides the key recommendations and of third
conclusions, rather than a summary of the person, use of
document. passive verbs

Introduction Background • Briefly describe the context. Factual, use

, problem, • Identify the general subject matter. of third
approach, • Describe the issue or problem to be person, use of
definition of reported on. passive verbs
special • State the specific questions the report
words used answers.
• Outline the scope of the report (extant of
investigation)
• Preview the report structure.
• Comment on the limitations of the report
and any assumptions made.
Methods Methods or • For all types of research provide: Factual, use
procedures • Goal for each piece of research (what is of third
which led to your question/ hypothesis?) person, use of
the findings • Data source passive verbs
• For surveys give the number of
surveys distributed, how was it
distributed, how the population was
chosen
• For observations give how, when, and
where the observations occurred
Findings Results, • The goal is to supply proofs for Factual, use
investigation conclusions. of third
, research • Discuss, analyze, and interpret of (don't person, use of
and just give results, also say what they mean passive verbs
calculation — particularly with benchmarking).
• Remember to report on of your research,
including interviews with client and
personal observations (discuss in
methodology too).
• Support your findings with new evidence.
• Provide summary paragraph of key
findings and their significance at end of
section.
• Explain all graphs in writing.
• Arrange the findings in logical segments
that follow your outline.
• Findings should be presented in the same
order as discussed in methodology.
• Use clear, descriptive headings.
• Present “just the facts”, no opinions and
no feelings.
Conclusion Conclusion • Interpret and summarize the findings. Transition
drawn from • Say what they mean. signals such
the findings • Relate the conclusions to the report as it seems
issue/problem. that, the
• Limit the conclusions to the data results
presented, do not introduce new material. indicate that,
• Number the conclusions and present it is probable
them in parallel form. that, etc.
• Be objective: avoid exaggerating or
manipulating the data.
Recommen Things that • Make specific suggestions for actions to
dation should be solve the report problem
 done as a • Avoid conditional words such as maybe
result and perhaps
• Present each suggestion separately and
begin with a verb
• Number of recommendations
• Describe how the recommendations may
be implemented (if you were requested to
do this)
• Arrange the recommendations in an
announced order, such as most important
to least important.
Bibliography Books,
magazines,
journals,
report, and
other
references
used
adapted from Wakat, G. S. et al.(2018). Purposive Communication. Quezon City, Metro Manila: Lorimar Publishing, Inc.

Assessment

1. What are the two main categories of reports? Explain the difference.

2. Using a graphic organizer, illustrate the parts of a report. Use the space
provided below.
 LESSON 7
Communication for Employment: The Resume

Objectives:
• Use personal SWOT analysis or self-assessment exercises in planning what to
write in a resume
• Write an effective and appropriate print and scannable resume

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 or a cover letter that introduces you to these employers. Writing these two texts
may also serve as an ego-building experience: the person who looks so good on
paper is you! When you send both to your prospect employers, you are making an
argument for why those employers should want to meet you or even hire you.
Moreover, writing a resume and application letter 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. Thus, resumes and application
letters require a level of care that few other documents do.

Types of Resume

1. Print résumés are printed on Paper for prospective employers to scrutinize.

They are designed to emphasize key information using bold or italic typeface.
2. Scannable résumés are designed to be read by computers; hence, they are to
be formatted using single typeface or without italics or bold.

C. Parts of a Resume / Organizing your Resume (Sections)

A number of different organizational patterns can be used effectively. The

following sections are typical—which you choose should depend on your experience
and goals, the employer’s needs, and any standard practices in your profession.
a. Heading (name and contact information)
b. Job Objective
c. Qualifications Summary
d. Education
e. Employment Experience
f. Honors and Activities
g. Related Skills and Abilities
h. References and Portfolios
Whether you place “education” before “employment experience” depends
on the job you are seeking and on which credentials would strengthen your résumé
the most. If you are a recent graduate without much work experience, list education
first.
If you have years of job experience, including jobs directly related to the kind
of position you are seeking, list employment experience first. In your education and
employment sections, use a reverse chronological sequence: List the most recent
experience first, the next most recent experience second, and so on.

a. Heading
• At the top of your résumé, include your name, address, telephone number
(home or cell), and a professional e-mail address.
• Make sure that your name stands out on the page.
• If you have both a school address and a permanent home address, place
your school address on the left side of the page and your permanent home
address on the right side of the page.
• Do not use a clever or hobby-related e-mail address in employment
correspondence; e-mail addresses that are based on your last name work
well.

b. Job Objective
• An objective introduces the material in a résumé and helps the reader
quickly understand your goal.
• If you decide to include an objective, use a heading such as “Objective,”
“Employment Objective,” “Career Objective,” or “Job Objective.”
• State your immediate goal and, if you know that it will give you an
advantage, the direction you hope your career will take.
• Try to write your objective in no more than three lines, and tailor it to the
specific job for which you are applying, as illustrated in the following
examples:
• A full-time computer-science position aimed at solving engineering
problems and contributing to a management team.
• A position involving meeting the concerns of women, such as
family planning, career counseling, or crisis management.
• Full-time management of a high-quality local restaurant.
• A summer research or programming position providing opportunities to use
software-development and software-debugging skills.

c. Qualifications Summary
• You may wish to include a brief summary of your qualifications to persuade
hiring managers to select you for an interview.
• Sometimes called a summary statement or career summary, a
qualifications summary can include skills, achievements, experience, or
personal qualities that make you especially well suited to the position.
• u may wish to give this section a heading such as “Profile,” “Career
Highlights,” or simply “Qualifications.” For example, “Award-Winning Senior
Financial Analyst”

d. Education.
• List the school(s) you have attended, the degree(s) you received and the
dates you received them, your major field(s) of study, and any academic
honors you have earned.
• List courses only if they are unusually impressive or if your résumé is
otherwise sparse
• Consider including the skills developed or projects completed in your
course work.
 • Mention your high school only if you want to call attention to special high
school achievements, awards, projects, programs, internships, or study
abroad.

e. Employment Experience.
• Organize your employment experience in reverse chronological order,
starting with your most recent job and working backward under a single
major heading called “Experience,” “Employment,” “Professional
Experience,” or the like.
• You could also organize your experience functionally by clustering similar
types of jobs into one or several sections with specific headings such as
“Management Experience” or “Major Accomplishments.”
• One type of arrangement might be more persuasive than the other,
depending on the situation.
• In general, follow these conventions when working on the “Experience”
section of your résumé.
• Include jobs or internships when they relate directly to the position you are
seeking. Although some applicants choose to omit internships and
temporary or part-time jobs, including such experiences can make a
résumé more persuasive if they have helped you develop specific related
skills.
• Include extracurricular experiences, such as taking on a leadership
position in a college organization or directing a community-service project,
if they demonstrate that you have developed skills valued by potential
employers.
• List military service as a job; give the dates served, the duty specialty, and
the rank at discharge. Discuss military duties if they relate to the job you
are seeking.
• For each job or experience, list both the job and company titles.
Throughout each section, consistently begin with either the job or the
company title, depending on which will likely be more impressive to
potential employers.
• Under each job or experience, provide a concise description of your
primary and secondary duties. If a job is not directly relevant, provide only
a job title and a brief description of duties that helped you develop skills
valued in the position you are seeking. For example, if you were a lifeguard
and now seek a management position, focus on supervisory
experience or even experience in averting disaster to highlight your
management, decision- making, and crisis-control skills.
• Focus as much as possible on your achievements in your work history
(“Increased employee retention rate by 16 percent by developing a training
program”). Employers want to hire doers and achievers.
• Use action verbs (for example, “managed” rather than “as the manager”)
and state ideas succinctly. Even though the résumé is about you, do not
use “I” (for example, instead of “I was promoted to Section Leader,” use
“Promoted to Section Leader”).
• For electronic résumés that will be scanned for keywords, however,
replace such verbs with nouns (instead of “managed” use manager).
f. Honors and Activities
• If you have room on your résumé, list any honors and unique activities
near the end. Include items such as student or community activities,
professional or club memberships, awards received and published works.
• Be selective: Do not duplicate information given in other categories, and
include only information that supports your employment objective.
• Provide a heading for this section that fits its contents, such as “Activities,”
“Honors,” “Professional Affiliations,” or “Publications and Memberships.”

g. Related Skills and Abilities

• Employers are interested in hiring applicants with a variety of skills or the
ability to learn new ones quickly.
• Depending on the position, you might list in a skills section items such as
fluency in foreign languages, writing and editing abilities, specialized
technical knowledge, or computer skills (including knowledge of specific
languages, software, and hardware).

h. References and Portfolios

• Avoid listing references unless that is standard practice in your profession
or your résumé is sparse.
• Always seek permission from anyone you list as a reference.
• A portfolio is a collection of samples in a binder or on the Web of your most
impressive work and accomplishments.
• The portfolio can include successful documents you have written, articles,
letters of praise from employers, and copies of awards and certificates. If
you have developed a portfolio, you could also include the phrase
“Portfolio available on request.”
• If portfolios are standard in your profession, you might even include a small
section that lists the contents of your portfolio.

D. 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
want 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.” For print resume, use action verbs (organized,
 designed, etc…) rather than nouns (organizer etc…) to emphasize your
accomplishments. For scannable resume, use nouns rather than verbs as key
words.

3. Comprehensiveness
A resume must present all important details that can gain the nod of the
prospective employer. In giving details, however, carefully choose the words that
you use. You may use the exact words in the advertisement provided that they
really reflect your experiences or qualifications. Check all the information you
provided - from the contact information down the references. Make sure that all
information are reflected correctly and that 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.

Name

Objective
tailored to
 LESSON 8

Communication for Employment: The Application Letter

Learning Outcomes

At the end of the lesson, you should be able to:

a. discuss the principles of good application letter writing;

b. write an application letter following the principles of effective business
letter writing;
c. compose an impressive resume, and
d. fill up properly an application form.

Learning Contents

The Application Letter

The main purpose of the application letter is to convince trhe reader that the
applicant is able and qualified for the position; the writer should confirm that he is a
person of good character and values. Although this can not be written directly into
the letter, it is suggested by the qualities of the letter and the references that the
applicant provides.

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

favorable impression upon the reader. Therefore, it should be well-written, clearly
worded, and properly formatted.

There are two types of letter of application: the solicited letter replying to an
advertisement either in print or in broadcast media, and the unsolicited letter. Both
conform to the same principles.

The cover letter, also called a letter of application or face letter,

accompanies the resume. The application should not be more than one page long if
it is accompanied by a data sheet or a resume although this rule is subordinate to
the effectiveness and completeness of the letter.

A face letter includes the following essential points:

1. The source of the information

2. The job you are applying for
3. Your primary assets stating your qualifications needed for the job
4. Names of persons you can use as reference
5. Your desire for interview
 The character references are at least three persons who can vouch for the
capabilities, personality, and character traits of the writer. They should be credible
personalities, who are successful in their chosen fields of endeavor.
After the letter of application is presented comes the interview. After the interview,
the applicant may send a thank you letter answers to some questions raised during
the interview. The applicant may preferably send more samples of his ork or show
continued interest. Follow up letters serve the same purpose of convincing the
employer of the sincerity of the applicant and his capability for the job he is applying
for.

Parts of the Application Letter

If you are applying for an advertised position, have the ad in front of you and
refer to it frequently. Be sure to address all the job requirements in the letter.

Match some of the keywords and skills from the advertisement or

company Website with the skills in your resume and letter.

Return Information

It is now permissible to only include your name, E-mail address and cell
phone number. It is acceptable to eliminate your address due to privacy and safety
issues. Be sure your E-mail address is mature and professional. Ideally, it
should contain parts of your name for ease of use.

Inside/Letter Address

It is very important that you address your letter carefully. After spending time
making your letter perfect, you do not want it to be directed to the wrong person or
get lost in the mail.

If there is a contact name on the ad, address your letter to that person. (Mr.
John Smith)

If you are writing to a company for a job, the chances are that unless you have
contacts on the inside you will not know the name of the person you need to use in
the inside address. In this case you can address your letter to the manager of the
specific department (Sales Manager, Personnel Manager, etc.) or use Ladies and
Gentlemen.

You should also make sure that the recipient's name, department and address
details on the envelope are the same as at the top of the letter.

Salutation

This is also known as the greeting. The person’s name should be followed by
a colon (:) or left blank. Do not use a comma. (Commas are permissible for use in
personal letters; not business letters.)
Dear Mr. Smith: If you know the name of the person to whom you are
writing. Dear Ms. Chambers: If you are not sure of the marital status of a
female recipient. Ladies and Gentlemen: If you have no idea as to the name of the
recipient.

Body

The body of the letter contains four basic parts and should be three or four
paragraphs long. These paragraphs should attract the employer’s attention;
state your interest in the company and position; arouse the employer’s desire to
interview you; and request that the employer take action in the form of an interview.
(AIDA)

First Paragraph

Identify the purpose of the letter—why you are writing. Be specific. Tell
the reader how you learned about a job opening. Tell the employer what job you
want.

Examples:

• In response to the advertised position in The Evening Sun on July12, please

consider my résumé in your search for an office assistant.
• I was pleased to hear from Jeremy Green that you will soon have a vacancy for
a Marketing Assistant. I am very interested in this position. With the skills that I
possess, I know that I could be an asset to your company.
• I am writing to apply for the Photographic Assistant position as advertised in
the November 1 edition of The Evening Sun.

Referrals and leads from friends and family members (networking) are the
best way to learn about a job. Most employers enjoy getting referrals. They trust
the recommendation of a valued employee or friend who states that you would be
a good employee.

Examples:

Mr. Peter Lo, a programmer in the systems programming department,

suggested that I contact you regarding an opening you may soon have for a
Marketing Trainee.

• I was referred to you by Mike Thomas, who is a member of my church and a

long-time family friend.
• I am sending you my resume to you because of a referral from Mike
Thomas, an associate in your Baltimore store.

Second Paragraph

Why should an employer be interested in hiring you? Briefly describe your

professional and academic qualifications that are relevant to the position. Relate
experiences that you have had, classes you have taken or skills you possess that
 satisfy the job requirements. If the job was advertised, refer to all of the required
skills mentioned.

Examples:

• As my resume indicates, I am active in theater in high school and had

important roles in two plays. My school activities include being a member of
both forensics and student government. With these experiences, I can offer
you excellent communication and interpersonal skills. During the school year, I
aintain a 3.0 average and work ten hours per week. My technical skills include
familiarity with Windows, Microsoft Office applications and Google Docs. I use
the Internet regularly and can keyboard more than 45 words per minute.

• As a computer science major with a sincere interest in .................... (elaborate your

educational background)
• Interacting with people has always been one of my strongest attributes. During
my last summer job, I coordinated .......... (state your work experience)
• For my senior graduation project, I built a personal computer................... (state
your ability)

Third Paragraph

Emphasize what you can do for the company. Outline a relevant career
goal. For example, if you are applying for sales positions, do not say that you are
training to be an airline pilot. Expand on the most relevant points of your resume.

Example:

• Because I am energetic, reliable, and resourceful, I would be an asset to your

organization. I am willing to learn new things and be the best employee that I
can be.

Fourth Paragraph

Request action. For example, indicate your desire for a personal interview
and that you're able to meet with the employer at their convenience. Include your cell
phone number and when it would be a good time to call.

Some advertisements ask you to include salary requirements. You can

choose to ignore this. You can either wait until the interview to talk about money and
mention a broad salary range.

Examples:

• You can reach me on my cell phone any day after 4 p.m. E-mail is also a great
way to contact me as I check it daily. I look forward to hearing from you soon.
Thank you for your time and consideration.

• I hope that my qualifications are of interest to you and that an interview might
be arranged at your convenience. I can be reached at (717) 876-5432 or a
 message can be left on my cell phone. I look forward to meeting you.

Closing the letter

Finish your letter with an appropriate Complimentary Closing (Sincerely, or

Sincerely yours,). Leave enough room to sign the letter before keying your name.
Do not forget to sign it. Remember to include an enclosure notation at the bottom.

Exercises

Write a letter of application in answer to the advertisement below. Enclose names

99
and addresses of the persons who are able to recommend you in three different

ways: one for character, one for general intelligence and another on for the special

qualities called for by the advertisement.

WANTED: Young man or woman as private secretary to president of a large

wholesale merchandising company. Excellent opportunity for one seeking a position
of trust and responsibility and desiring firm. Explain fully education and experience to
date and enclose three authoritative references.

P. O. Box 62
Brent Road, Baguio City 2600

Letter of Application Rubric

Student Name: Date:

CATEGORY 2 1 0
Paper Size & Resume is one page; Letter contains all but Letter is missing
Quality printed on 81/2 x 11" one of the more than one
white quality requirements requirement
paper
Format Letter is in Block Style Letter contains all but Letter is missing
format; has one-inch one of the more than one
margins; single spacing; requirements requirement
appropriate font
Three/Four Letter contains at least Letter contains two Letter contains one
Paragraphs three paragraphs paragraphs paragraph

Return Includes student full Letter contains all but Letter is missing
Information name, one of the more than one
appropriate e-mail requirements requirement
address; cell phone
number
Inside Address Used correct USPS Student has included Student has excluded
format-- correct all but one of the more than one
spacing, punctuation requirements requirement
and use of two-letter
state
abbreviation
Salutation The greeting line is The greeting line is There is no greeting
appropriate inappropriate line

First Paragraph The purpose of the letter Letter contains all but Letter is missing
and the position to which one of the more than one
student is requirements requirement
applying is stated
Second Explains why student Letter contains all but Letter is missing
Paragraph wants the job; uses one of the more than one
keywords for requirements requirement
required skills
Third Paragraph Emphasizes how student Letter contains all but Letter is missing
can be an asset to the one of the more than one
company requirements requirement
Fourth Paragraph Tells the reader what Letter is missing
action the student will more than one
do next requirement
Closing The complimentary Letter contains all but Letter is missing
closing is appropriate; an one of the more than one
enclosure notation was requirements requirement
added in correct
format
Content Used positive statements; Letter contains all but Letter is missing
strong action verbs; one of the more than one
honest information; is requirements requirement
short; uses
complete sentences
Professional Used simple design Letter contains all but Letter is missing
elements; white space is one of the more than one
used generously; is requirements requirement
short--one page
Style Letter does not contain Letter contains all but Letter is missing
any abbreviations, one of the more than one
contractions; incorrect requirements requirement
number usage; has
omitted repeatedly using
I,
Me, My
Spelling and There are no errors in There are 1-2 There are more
Grammar spelling, punctuation or errors in spelling, than two errors in
grammar punctuation or spelling,
102
grammar punct u a tion or
grammar
Total Points (30)
 LESSON 9

Communication within a Company: The Memorandum

Learning Outcomes

At the end of the lesson, you should be able to:

a. define memorandum and identify its parts;

b. differentiate a memorandum from a business letter;
c. decide when the memorandum is the appropriate form of
communication called for by a situation, and
d. compose an effective memorandum.

When communicating with someone in a different organization, you will

usually use a letter or a fax message. If you want to communicate with someone in
your organization, you may:

1. go to his work area and speak to him

2. telephone him
3. text him
4. E-mail him
5. write him a message or an office memorandum and either leave it on
his desk or send it by internal messenger

The fifth alternative usually turns out to be the most convenient.

Learning Content

Memorandum/Memoranda (Memos)

Memorandums can be used in written communications between people in the

same organization for the following purposes:

1. To confirm the essential points of a business conversation at which

both receiver and sender were present
2. To inform a colleague/superior/subordinate of events/data/ideas
3. To give instructions
4. To request for information or assistance
Some situations when a memo would not be appropriate even though the
message is between people in the same organization:

1. When an employee is given his resignation or promotion, the

communication calls for a letter.
2. When sending messages concerning social occasions of personal nature
such as weddings, birthday parties, house warming, and similar occasion.
Characteristics of Memorandums (Memos)

1. They begin with Date, To, From, and Subject.

2. They are short and usually cover just one topic.
3. They are usually informal.

Parts of a Memo

Standard memos are divided into segments to organize the information and to
help achieve the writer's purpose.

Heading Segment

The heading segment follows this general format:

TO: (readers' names and job titles)

FROM: (your name and job title)

DATE: (complete and current date)

SUBJECT: (what the memo is about, highlighted in some way)

Make sure you address the reader by his or her correct name and job title.
You might call the company president "Maxi" on the golf course or in an informal
note, but "Rita Maxwell, President" would be more appropriate for a formal memo.
Be specific and concise in your subject line. For example, "Clothes" as a subject
line could mean anything from a dress code update to a production issue. Instead
use something like, "Fall Clothes Line Promotion."

Opening Segment

The purpose of a memo is usually found in the opening paragraph and

includes: the purpose of the memo, the context and problem, and the specific
assignment or task. Before indulging the reader with details and the context, give
the reader a brief overview of what the memo will be about. Choosing how specific
your introduction will be depends on your memo plan style. The more direct the
memo plan, the more explicit the introduction should be. Including the purpose of
the memo will help clarify the reason the audience should read this document. The
introduction should be brief: approximately the length of a short paragraph.

Context
The context is the event, circumstance, or background of the problem you
are solving. You may use a paragraph or a few sentences to establish the
background and state the problem. Oftentimes it is sufficient to use the opening of a
sentence to completely explain the context.
Example:

"Through market research and analysis..."

Include only what your reader needs, but be sure it is clear.

Task Segment

One essential portion of a memo is the task statement where you should
describe what you are doing to help solve the problem. If the action was requested,
your task may be indicated by a sentence opening like,

Examples:

"You asked that I look at .... "

If you want to explain your intentions, you might say,

"To determine the best method of promoting the new fall line, I will .... "

Include only as much information as is needed by the decision-makers in the

context, but be convincing that a real problem exists. Do not ramble on with
insignificant details. If you are having trouble putting the task into words, consider
whether you have clarified the situation. You may need to do more planning before
you're ready to write your memo. Make sure your purpose-statement forecast divides
your subject into the most important topics that the decision-maker needs.

Summary Segment

If your memo is longer than a page, you may want to include a separate
summary segment. However, this section is not necessary for short memos and
should not take up a significant amount of space. This segment provides a brief
statement of the key recommendations you have reached. These will help your reader
understand the key points of the memo immediately. This segment may also include
references to methods and sources you have used in your research.

Discussion Segments

The discussion segments are the longest portions of the memo, and are the
parts in which you include all the details that support your ideas. Begin with the
information that is most important. This may mean that you will start with key findings
or recommendations. Start with your most general information and move to your
specific or
supporting facts. (Be sure to use the same format when including details: strongest to
weakest.) The discussion segments include the supporting ideas, facts, and research
that back up your argument in the memo. Include strong points and evidence to
persuade the reader to follow your recommended actions. If this section is inadequate,
the memo will not be as effective as it could be.

Closing Segment

After the reader has absorbed all of your information, you want to close with a
courteous ending that states what action you want your reader to take. Make sure you
consider how the reader will benefit from the desired actions and how you can make
those actions easier.

Example:

"I will be glad to discuss this recommendation with you during our Tuesday trip to
the spa and follow through on any decisions you make."

Necessary Attachments

Make sure you document your findings or provide detailed information

whenever necessary. You can do this by attaching lists, graphs, tables, etc. at the
end of your memo. Be sure to refer to your attachments in your memo and add a
notation about what is attached below your closing, like this:

Example:

Attached: Focus Group Results, January- May 2007

Formats of Memorandum

1. Formal Memorandum Template

This sample memo format includes some tips about how to write your memo.
These tips are also included in the memorandum template.
To: [Audience]
From: [Person and/or Department issuing the memo]
Date: [Date Sent]
Subject: [Subject of the Memo]

[Opening – Get to the point in the opening paragraph. Keep things simple and short. Make it easy
and fast to read.]

[Summary – Provide enough background so all readers understand the history, but again, keep it
simple.]

[Conclusion – End with a call to action.]

CC: [Send copies to anyone affected by the memo.]

Attachments: [List any attachments to the memo. Only list items referred to in the body of the
memo.]
2. Casual Memo Letter Template
To: [Audience]
From: [Person and/or Department issuing the memo]
Date: [Date Sent]
Subject: [Subject of the Memo]

[Opening – Get to the point in the opening paragraph. Keep things simple and short. Make it easy
and fast to read.]

[Summary – Provide enough background so all readers understand the history, but again, keep it
simple.]

[Conclusion – End with a call to action.]

Sample Memorandum
MEMORANDUM

To: Computer Programming Division

From: Vice President Lumbergh

Date: February 19, 2019

Subject: Attaching cover sheets to TPS reports

This is to remind the division that, starting today, we are now filing all Testing Procedure
Specification (TPS) reports with new cover sheets.

The reason for this change is simple. In addition to a new format, the cover sheets provide a
summary of the report as well as the updated legal copy. The new cover sheets also include
Initech's new logo.

Though this change may initially seem like a headache and an extra step, it is necessary to include
the new cover sheets due to their updated information. Failing to do so will result in a confusing and
inaccurate product delivered to our customers.

Please be sure to follow this new procedure.

Best regards,

Vice President Lumbergh

 Memos through the E-mail

Parts of the e-mail includes:

To:

From: Example:JCRUZ@[Link]

Subject: JCRUZ is the user id

CC: @[Link] is the domain
BCG:

The e-mail address of the sender and the user is composed of the user id and the domain.

Important Points to Remember

• Always use a clear and specific subject line.

• Do not waste the reader’s time by using lengthy memos. Be clear and concise.
• Use the active voice.
• Use the first person.
• Be formal.
• Avoids slangs and friendly words.
• One should use a careful and logical arrangement of information.
• Keep the paragraphs short.
• One can use enumerations for the paragraphs.
• One can use solid capitals and center indentation for important details.
• Use of bullets to make points.
• Always end the memo in courteous words.
• Use text fonts and color to attract attention.
• Avoid rude and thoughtless memos.
• It does not need a complimentary close or a signature.
• Proofread the content before sending.

Exercises

1. Examine the situations below. Explain why a memo should/should not be used?
a. Job application to the Office of the Personnel responding to an advertisement.
b. Chief Executive Officer in the Personnel Department to Head of
Personnel Department with short informal report.
c. Department Head to his staff inviting them to his wedding
d. Committee Chairperson on his members calling them for an
emergency meeting.
2. Write a subject line for a memo that describes any of the following:
a. The company president is visiting your workplace by the end of the month
b. Introducing a new company Department Chief
c. Announcing the subscription of the firm to another internet provider
3. Revise the following paragraph to include the first sentence and at least four items.
We are trying to improve our budget performance and therefore there is a
need for the company to control on expenditures. To make this possible, the
following is proposed: that all concerned should submit a quarterly statement of
expenditures, foreign business trips should be limited to at least two per year
depending upon the urgency and availability of funds, and recycling of office
materials is urged.

4. Compose a memorandum to a subordinate asking him a complete documentation

of a previous activity held by your company.
 LESSON 10

Writing Minutes of Meeting

Learning Outcomes

At the end of the lesson, you should be able to:

a. take down notes from the proceedings of a meeting, and

b. write the minutes of a meeting using correct layout and appropriate language.

The minutes are the account of the meeting. They serve as the official record
of the meeting. The minutes are written by the secretary from notes trhat he makes
during the meeting. The minutes are circulated to members before the next meeting
at which they have to be approved by the members before being confirmed by the
chairperson.

The meeting minutes is known as protocol or note, minutes are the live
written record of a meeting. They include the list of attendees, issues raised, related
responses, and final decisions taken to address the issues. Their purpose is to
record what actions have been assigned to whom, along with the achievements and
the deadlines.
Meetings are essential to move things forward in organizations. But they're
also infamous for their inefficiency: according to Doodle 2019 state of meeting report,
the cost of poorly handled meetings in 2019 will reach $399 billion in the U.S solely.

That's why learning how to write effective meeting minutes is vital to

leverage all the efforts spent in meetings and make your team or company
thrive.

Learning Content

Layout of the minutes of a meeting:

A. Unnumbered Sections
Title identifying the
meeting

List of members present and the Presiding Officer

Formal opening of the meeting (The chairperson calls the meeting to order)

B. Numbered Sections
1. Obligatory items for ordinary meetings
1.1. Apologies for absence
1.2. Minutes of the previous meeting
1.3. Matters arising
2. Items for discussion at this meeting (Discussion of the agenda)
Format of Minutes of Meeting

A minutes of meeting normally includes the following elements:

Name of the company − to the top-left of the page.

Date − to the top-right of the page.
Topic − after two return keys; Center-aligned.
Attendees − Name and designation (2 columns of a table).
Absentees − name, roles, reasons for absenteeism. (3 columns)
Agenda at hand − topic to be discussed.
Issues raised − along with the names of the speakers.
Suggestions − made along with the names of the speakers.
Decision − the outcome of the meeting.
Task List − task allotted and the respective allottee.

110

Future Meetings − the date and topic of the next meeting

WELLNESS HOSPITAL

Luna St., Calasiao, Pangasinan

DOCTORS for the BARANGAY COUNCIL

Minutes of the Monthly Meeting

March 8, 200

Attendance:

Dr. Monica E. Cayabyab

Dr. Raymund V. Dimalanta
Dr. Nikki C. Bongo
Dr. Geoffrey Guanzon
Dr. Honeylette O. Aquino
Dr. Ma. Althea B. de Guzman
Dr. Ricardo C. Ravanera
Dr. Danica G. Bonao - Presiding Officer

Dr. Danica G. Bonao called the meeting to order at 3:00 p.m. with a player led

by Dr. Honeylette Aquino.

 1. Preliminaries of the Meeting
1.1. Apologies for absence
1.2. Minutes of the previous meeting. [The minutes of the previous meeting are read by the
secretary or the recording officer.]
1.3. Dr. Dimalanta asked whether the medicines needed for the Medical Mission have been
purchased. Dr. Cayabyab confirmed that it had been bought.

2. Items for discussion 2.1

3.
2.2

2.3

1. Other business or other matters

2. Date of the next meeting and adjournment

The secretary informed the members of the date and time of the next
meeting.

It will be held on the last Friday of next month, same time and same venue.

Thereby having no further business to discuss, the Presiding

Officer adjourned the meeting at 5:00 p.m.

Recorded and prepared by:

MYRNA C. FERRER
Secretary

Noted and confirmed:

DR. DANICA C. BONAO

Presiding Officer

If an item appears on the agenda, it must also appear in the minutes even if
nothing came up on it during the meeting. For example, if all members were present,
that is, no one was absent, this must be noted under the heading “Apologies for
Absence” as follows:

1. Apologies for Absence

There were no apologies for absence.

2. Matters arising

There were none or there were no matters arising.

3. Any other business

 There was none or there was no other business.

If amendments were made to the minutes of the previous meeting, these

should be noted in the minimum.

Example:

Mr. Reyes pointed out that his name was not spelled correctly. The
secretary made the corrections.

Ms. Bautista requested that it be recorded in the minutes that she was opposed
to the proposal to hire an additional technician. The chairperson asked the
secretary to insert, “Ms. Bautista objected to the proposal that the management
should hire an additional technician.” The minutes were accepted with the above
amendments.

Kinds of Minutes According to Form

The amount of detail in the minutes varies. As decided by the group, it may either be:

1. Condensed. Only the wording of the motion, the proposer and seconder, the
number of votes and the decision appear.

2. Detailed. It includes a description of the discussions preceding the voting.

Note: In most minutes the discussions are summarized instead of being reported
word for word.

Language Used for Writing Minutes

1. The language of minutes is formal in style. The secretary does not refer to
himself as I but as the Secretary of Mr. X/Miss Y. When names are used, the
surname preceded by Mr/Miss/Mrs and other honorific as Dr/Sir/Madam are
used.

2. The past tense of the verb is used to relate what happened at the meeting.
Example: “As there were no amendments, the chairperson confirmed the
minutes.”

3. What happened before the meeting is related in the past

perfect. Example: The residents had complained about the
equipment.

4. Both active and passive voice are

acceptable. Examples:

Active: The chairperson confirmed the minutes.

Passive: The minutes were confirmed by the chairperson.
5. Accounts of what was said in the meeting are given in reported or indirect
speech. Suitable adjustments have to be made to the verbs: when converting
from direct to indirect speech, the verbs must be moved back in time.
Example:

Mrs. Duque asks, “Has the new set been purchased?”

Mrs. Duque asked whether the new set has been purchased.
6. Expressions of time and nearness must also be changed, as shown in the
table below.

Direct speech Indirect speech

tomorrow the next day
today that day
yesterday the previous day
last month/year/week the previous month, year, date (or
give the month, year, date)
two years ago two years before then
now then
here there
this that, the
these those

Examples:

• Mrs. Dela Cruz said, “The meeting can be held tomorrow.”

• Mrs. Dela Cruz said that the meeting can be held the next day.
• Mrs. Lopez said, “The meeting could be held in that room.”
• Mrs. Lopez said that the meeting could be held in that room.

7. The pronouns and possessive adjectives must be in the third person, not the first
or second person. Sometimes, the person we/us in direct speech is replaced by “the
committee” or “the meeting” when it refers to the members as a group.
Examples:

• Mr. Gloria said that he would approach the relevant committee.

• Mr. Gloria said, “I will approach the relevant authorities…”
• Mr. Tanedo said the committee should investigate...
• Mr. Tanedo said, “We should investigate the matter…”
• Mr. Domingo said that he would contact his friend.
• Mr. Domingo said, “I will contact my friend.”

8. When writing minutes, avoid using the same reporting verb. Instead of said, the
following verbs may be used as:

explained announced
reported pointed out
commented agreed
stated informed
opposed assumed
Agreed suggested
Explained supported
 Exercises

1. Convert the following quotations into reported speech. The speakers are as follows:

Director Rey Curameng --Chairperson

Mr. Marvin Nipales --Secretary

Mr. Stephen Muňoz

Mrs. Aida Hispano

114

Mrs. Bernadette Luzadas

Engr. Erickson Gloria

a. Director Rey Curameng, “I will approve the documents as soon as these

are submitted to me.”
b. Mrs. Bernadette Luzadas. “The specifications of the computers we ordered
are already available.”
c. Mr. Nipales, “Miss Carlita Ferrer can not attend this meeting. She is in Manila.”
d. Engr. Erickson Gloria, “I will propose the purchase of more computers.”
e. Mr. Stephen Muñoz, “I agree to the proposal of Engr. Gloria.”
f. Mrs. Aida Hispano, “Where will the appropriations come from?”
2. Assume that you are the secretary of the committee of your company’s Livelihood
and employees Welfare Committee. Your chairperson has asked you to schedule a
meeting. Write the notice and the agenda for distribution to committee members from
the following notes:

Next meeting: First Friday of the next month. 5:00 p.m., Function Room A,
Second Floor, Europa Hotel, Roxas Blvd.,Manila.

Usual agenda plus:

a. Progress report
b. Arrangement for the initial stages of the cooperative
c. Conversion of Hall B as office of the cooperative
3. During the meeting, you made the following notes. Using the correct format and
the appropriate language, write the minutes. You may include any additional
information provided these are sensible. Remember to use the correct format and the
appropriate language for the minutes:

Committee Meeting

Health and Sanitation Committee

Monthly Meeting

5:10 p.m. Dr. Romeo Aquino presiding

Ms. Aplicador prayed at the opening

Attendance: All present except Sharon. She is in France.

No Ammendments.

Matters arising. Dr. De Dios followed up request to DOH on antibiotics.

Dr. Aquino --antibiotics delivered

Proceedings

Dr. Aquino --Increasing number of dengue cases

Dr. De Dios --Hygiene among families --very low

Dr. Cruz --Ask the assistance of the municipal government

Dr. Aquino --Josie, the secretary prepares letter to the municipal mayor for
assistance on permit for medical mission with the L-NU College of Medicine.

All agreed

Barangay captains should be tapped for information dissemination --Miss Leyba

Other matters. What cases to treat during the medical mission

Next meeting. Same time and place. Last Monday of the month.
Activity 1

Work purposes (presentation during meeting)

Perform an office conversation relative to your duties as office employees.

Choose one of the given channels and present your work by uploading it to your
classroom online platform.

1. Vlogging
2. Blogging
3. Google Meet (through a formal video presentation)
4. Storytelling through video presentation

Rubrics:

Content Quality 40
Speech & Grammar 20
Organization 20
Clarity and Delivery 20
Total 100%

Activity 2

Group Activity (5 members)

Produce a written and/ oral presentation (group reporting)

1. The advantages and disadvantages of 2 months lockdown

2. The trending online selling
3. The issue on position of tax among online sellers
 Rubrics:
Originality 20
Lighting, timing, audio, editing and backgrounds 30
Storyline 40
Character & characterization 10
Total 100%

Activity 3

Group Activity (10 members)

Create a webinar following the format below.

1. Topic (any preferred topic)

2. Time (good for 30 minutes only)
3. Participants
4. With moderator

Parts of the Program

1. Setting the Mood (moderator’s part)

2. Prayer
3. Opening Remarks
4. Introduction of the speaker
5. Lecture Proper
6. Closing Remarks
Rubrics:

5. Completeness of parts/elements 20

6. Content 40

7. Clarity & delivery 20

8. Promptness & time constraint 20

Total 100%
References:

Alfred, G.J. et al. (2009). Handbook of Technical Writing (Ninth Edition). 75 Arlington
Street, Boston, MA: Bedford/St. Martin’s.

Igoy, J.I. et. al. (2004).Technical Writing and Reporting. ISBN 971-42-0456-
[Link], Bulacan: Trinitas Publishing Inc.

Tabotabo, [Link] Skill in English. ISBN [Link]

City, Philippines: National Book Store.

Francisco, I.B. (2006).English for Occupational Purposes. ISBN 978-971-23-4547-

[Link],Manila: Rex Book Store, Inc.

Saymo, A.S.(2004).Effective Writing. ISBN [Link],

Bulacan: Trinitas Publishing, Inc.

Baraceros, E.L.(2011).Technical Writing in This Era of Globalization and Modern

Technology. ISBN [Link] City, Philippines: Rex Book Store,
Inc.

Wakat, G.S. et al.(2018).Purposive Communication .Quezon City, Metro

Manila: Lorimar Publishing, Inc.

[Link]
mos/parts_of_a_memo.html

[Link]
communication/memorandum/

[Link]
[Link]

[Link]
awareness/chapter-1---career/chapter-3---getting-the-job/cover-application-
letters/parts-of-the-application-letter

[Link]
write-patients-notes

[Link]
 CHAPTER

COMMUNICATION FOR ACADEMIC PURPOSES 8

LESSON 1: WRITING ACADEMIC PAPER

Learning Outcomes

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

a. understand the purposes, features and types of academic paper

b. Write and present academic papers using appropriate tone, style and conventions.

LET’S WARM UP

Think and Answer…

IDENTIFY WHICH TYPE OF WRITING IS BEING DESCRIBED.

1. A story about the time you got lost at Disneyland

2. A web page telling how to create a web page
3. The Harry Potter books
4. Writing in which you record details of a trip taken
5. An essay discussing a theme from Romeo and Juliet
6. A poem about the sights and sounds of rainfall
7. A Study about students’ performance in Licensure Examination

LET’S BEGIN…

ACADEMIC WRITING

Academic writing is clear, concise, focused and backed up by evidence. Its

purpose is to aid the reader’s understanding.

It is formal by avoiding casual or conversational language, such as contractions

or informal vocabulary.

It is impersonal and objective by avoiding direct reference to people or feelings,

and instead emphasizing objects, facts and ideas. It is technical by using vocabulary
specific to the discipline.

This is a writing style that scholars and researchers use to define the
intellectual boundaries of their respective disciplines or their areas of expertise
(Hartley, 2008).
 Accordingly its general purpose is to aid the understanding of its readers. More
particularly, it has three purposes (Whitaker, 2009):

1. To persuade. You want to convince your reader to agree with your perspective so
you use reason and evidence to influence their stance about an issue or topic.

2. To analyse. You aim to explain and evaluate possible points about an issue or
topic based on criteria. Academic papers having this purpose usually investigate,
examine, evaluate, assess, establish relationships and synthesize.

3. To inform. You want to explain and give readers new points about an issue or topic.

Features of Academic Writing (Gillett, 2018)

Here are the defining characteristics of academic writing that makes

it different from the other types of writing you might have done in the past:

1. Complexity
The complexity of academic papers lies in the grammar not in the vocabulary.
Compare the following examples:

Non-academic Writing Academic Writing

You can control the trains this way and if The use of this method of control
you do that you can be quite sure that unquestionably leads to safer and faster
they’ll be able to run more safely and train running in the most adverse weather
more quickly than they would otherwise, conditions.
no matter how bad the weather gets.

2. Formality
Academic writing is formal because colloquial words and expressions (stuff,
sort of) as well as contractions (can’t, doesn’t) are avoided. Knowing the level of
formality needed in your paper is crucial that is why you should also know who your
readers are and your purpose for writing. The following table shows the three levels
of formality:
 Informal/ Non-standard versus Formal/Standard Usages
Informal/Non-Standard Usages More Formal/Precise Equivalents

Alright,alot,result to, discuss about, cope All right, a lot, result in, discuss, cope
up with (non-standard, informal, or unique with (acceptable usages in Standard
to certain varieties of English) written English)

Good-as in a “good” book (imprecise) Entertaining, insightful, interesting,

instructive (precise)

Can’t, won’t I’ll, she’s, didn’t Cannot, will not, I will, she is, did not
(conversational, speech-based (spelled out as two words)
contractions)

gonna, gotta (conversational/speech- going to, have to (spelled out)

based shortcuts)

Anyways, boring as hell, bored to death, Anyway, boring or uninteresting,

major downer (conversational/informal) extremely bored, depressing (more
formal/precise/uncluttered)

I got here late; she got out of the office; he I arrived here late; she left the office; he
got a call; they got gas (overused, received a call; they loaded gas or they
imprecise verb) refuelled (more specific alternatives)

ASAP, BTW,SOP (acronyms that may not As soon as possible, by the way,
be universally known) standard operating procedure (spelled
out)

UP, BTW, SOP (acronyms that may not be University of the Philippines, Ateneo de
universally known) Manila Iniversity, De La Salle University
(spelled out the first time they are used,
but later may be substituted with
acronyms)

hit the sack, loo, and comfort room Sleep, toilet or bathroom, and toilet or
(expressions from American English, bathroom (more widely understood
British English, and Philippine English) usages)

Lol, afk, nrn, #feels (informal Internet or Laugh out loud, away from keyboard, no
text messaging language) reply necessary, a wave of emotions
(spelled out or explained)

1. Precision
In academic writing, you have to make use of particular information, dates and
figures. For an instance, instead of saying “there are a lot of participants” say “there
are 100 participants” instead.
 2. Objectivity
Academic writing is not personal. This is because the emphasis should be on the
information and not on the writer. To ensure objectivity, strong support such as facts,
examples and expert opinions can be used.

3. Explicitness
The text of an academic paper is explicit in establishing the relationships in its contents.
It is not just all facts and summaries. Explicitness can be achieved by using transitional
devices.

[Link]
Since academic writing is written by scholars for other scholars, the information therein
should be truthful and exact. Accuracy is seen not only in the information or data given
but also in the use of words. For an instance, while they may have similarities, the
terms “gathering”, “conference” and “meeting” refer to different things.

5. Organization
Academic writing is well-organized because the content flows easily from one part to
another. There is a standard organizational pattern for each kind but basically there is
an introduction, a body and a conclusion.

6. Planning
Academic writing is well-planned. The writer has a specific purpose in writing which has
been established after research and evaluation. For this, many research sources
should be used to support ideas that are integrated in the paper.

Things to be avoided in academic writing

1. Addressing readers especially by using second person pronouns.

2. Contractions
3. Questions (unless in the statement of the problem of a research paper)
4. Exclamations
5. Run on expressions
6. Coordinating conjunctions at the beginning of sentences
7. Passive voice (unless the agent of the action is
unimportant) Listed below are the basic types of academic
paper.
EIWRBOOKV JOURNAL
RESEHARC SYNTHESIS
PAPER
RE CTAONI LITTERAUR E
PAER REIEWV
 MOST COMMON EXAMPLES OF ACADEMIC WRITING

1. PERSONAL REFLECTIVE ESSAY: The personal reflective essay presents your

insights on a particular aspect of life as you have observed and experienced. It can
include vivid description of what you have witnessed and gone through.

Fig. 1 Gibb’s Reflective Cycle

PARTS OF REFLECTIVE ESSAY

shortest; usually only one paragraph that establishes the frame of

Introduction your personal reflection in a clear and concise manner.
often achieved using reflective statements
pointed sentences that describe the key ideas

where you can be more creative with your space and structure
it is where descriptive langauge must used to differentiate between
Body simply retelling of key events ans a rich narrative that exhibits true
personal reflection.

typically another single paragraph where restating the reflective

statements in the introduction must be avoided.
it is where you can remind your reader of the links between your
Conclusion experiences and the impacts of these experiences have had on on
your development in the areas targerted, whether you are focusing
on growth academically, professionally or otherwise.
STEPS IN WRITING

1. Prewriting – in this stage, you plan what you are going to write. You choose your
topic, identify your audience and purpose, brainstorm ideas, and organize your
information.

2. Drafting – in this stage, you start with a working thesis and then write your ideas in
sentences and paragraphs. You follow your prewriting plan to create a first draft of your
essay.

3. Revising – This stage involves making changes that will improve your writing. You
focus on large-scale elements of the essay, such as, overall organization or logical flow
of support, effective thesis statement, interesting introduction and concluding
paragraphs, well-developed body paragraphs with clear topic sentences, appropriate
tone and style for intended audience and purpose, etc.

4. Editing and Proofreading – this is the stage of your essay where you polish your
essay. You focus on smaller-scale yet important essay elements, such as, clarity in
sentence structure, appropriate word choice, correct spelling and grammar, and
accurate document format.

5. Publishing – in this final stage, you choose a way to present your work to an
audience (often this is indicated by your instructor).

As already stated, these steps do NOT need to be completed in this exact order;
frequently, in the writing process, you go back and forth between the different stages. A
true visual representation of this process may be more circular than linear. It may look
something like this example:
TIPS IN WRITING

1. Consider your purpose and your context

2. Consider your audience and your mode and medium in choosing the level
of language you will use.
3. Consider your purpose, your audience, your stance and your tone.

Author: (Anonymous)

As an English major I have learned to appreciate the peaceful, yet exhilarating

moment when my mind engages with an author's thoughts on a page. As Toni Morrison
says in The Dancing Mind, "[reading is] to experience one's own mind dancing with
another's." In my early days as a college student, I wanted to know the "true" meaning
of a work or what the author intended, however, I have now realized this would void
literature of its most noteworthy complexities. Individual interpretations bring varied
insights to a work and it is also interesting to point out messages the author may not
have realized s/he included in the piece.

I have always been a thinker, but throughout my coursework, I have greatly

sharpened my critical analysis skills. Instead of focusing on proposed meanings or
biographical background, I have learned to continuously ask "why" on many different
levels. I challenge myself to dig into a text as deeply as possible and unpack every detail
to develop a satisfying close read. Also, by reading multiple novels by the same author I
have learned to identify different writing styles and make connections that weave texts
together; this helped me develop a deeper understanding of the novels. When I look at
one of my freshman level novels and see clean pages, I realize that I did not actively
read the book. I guess you could say that I have learned to read with a pen, which has
drastically taken my writing to a new level because I am able to connect back with my
initial insights marked on the page.

Writing had always been one of my strengths, but it was challenging to take that
initial step past the high school, five-paragraph essay form that constricted my ideas for
so long. Moving past this form, however, has greatly opened my mind. My thoughts are
now able to be more complex because I have learned how to sustain a logical argument
in an organized manner. My writing has become increasingly more concise and I no
125
longer have room for added "fluff" or "padding." Another improvement is my ability to
point out multiple complexities within a text, instead of sticking to one-sided
arguments
papers. Furthermore,
in my learning how to find peer reviewed journal articles and order books
1. INFORMATIVE ESSAY: It is written to provide information on topics that are not known
to a vast majority of readers. You are expected to do some research since you need to
give facts and evidence on your chosen topic. Your end goal is to make sure your
reader will understand your topic better. Your readers will expect up-to-date information,
as well as explanations of complex terms.

Some examples of informative essay Some possible titles for inspiration:

topics:
World poverty How to Donate Blood
History of women's right to vote A Brief History of Ireland
Dream interpretation Understanding the Link Between
Recycling How to Buy a House
Air pollution The Health Benefits of a Vegetarian Diet
Procrastination and its effects The Importance of Regular Daily Exercise
How to open a bank account Top Three Causes of Global Warming

[Link] REPORT

A research paper uses outside information to support a thesis or make an

argument. Research papers are written in all disciplines and may be evaluative,
 analytical, or critical in nature. Common research sources include data, primary sources
(e.g., historical records), and secondary sources (e.g., peer-reviewed scholarly articles).
Writing a research paper involves synthesizing this external information with your own
ideas.

COMMON RESEARCH FORMAT IN UNIVERSITY

TITLE
Name of author(s)
ABSTRACT
ACKNOWLEDGEMENT
DEDICATION
TABLE OF CONTENTS
Chapter I. Introduction
A. Background
B. Statement of topic area
Chapter II. Literature Review
A. Summary and synthesis of the major schools of thought s on the topic and a review of the relevant
current main findings reported on the chosen topic.
B. Conceptual framework (links the research variables which has been specified based on the findings in
the literature so that the research questions and hypothesis could be explicitly stated in the next
subsection
C. Specific research question(s) and hypothesis to be tested.
Chapter III. Method
A. Participants
1. Who? How many?
2. Characteristics (male/female, proficiency level, native language, etc.)
3. Sampling Technique
B. Materials
1. What equipment? What Setting?
2. What data collecting instruments?
C. Procedures
1. How is the treatment to be administered?
2. How/when is the testing to be conducted?
3. What analysis techniques?
Chapter IV. Results
Charts, tables, and/or figures accompanied by verbal descriptions
Chapter V. Discussion/Conclusion (often two separate sections)
Common features:
• Summary of conclusions
• Relation to other results
• Aberrant results
• Implications
• Grand summary (including summary, limitations and suggestions for future research)
THE RESEARCH PAPER

The research paper is the result of an exhaustive process that involves

critical thinking, source evaluation, organization and composition (Baker, Brizee and
Velazquez, 2018). It aims to further the field it was written for and provides scholars
with the means for increasing their knowledge.

It should not be confused with summary of informed sources however. Nor it is an

expository or an interpretative essay. The research paper is much more since it
requires an exhaustive amount of investigation and evaluation of resources about a
particular topic.

I. Types of Research Paper

A. Argumentative Research Paper (Goal: Persuasion)

In this type of research paper, everything starts with an introduction that
introduces the topic and the stance it intends to take. Since this is the case, the topic
should be controversial or debatable.

Examine this topic carefully:

While the topic can instantly be classified as controversial, you might have
mistakenly concluded that it is also debatable. It is not.

If you examine the statement more carefully, you will notice that no claim is made.
The statement simply articulated how various official sources have studied the effect of
marijuana and found it to be effective against some diseases. In other words, there is
no stance yet. If you want to use the same topic in your research paper, you should
state it this way:
 In this statement, the stance of the writer is already present. The writer is
challenging the established norm of marijuana being illegal. Now, the thesis statement
is both controversial and debatable.

From there, the writer may develop the research paper by citing primary and secondary
sources to support her thesis and thus persuade his readers that the interpretation he
presented is possible.

B. Analytical Research Paper (Goal: Exploration and Evaluation)

In this type of research paper, a question is usually addressed. And while the
question may also be debatable or controversial, the writer does not take a stance
since that is not the intention of the paper in the first place.
Look at this example:

The statement above might be controversial and debatable in the sense that
fairy tales are not naturally examined or interpreted using the Marxist perspective; but
take note that there is no stance presented hence the writer does not intend to
challenge the traditional readings or interpretations on the fairy tale. Instead, the writer
simply aims to provide a new perspective or reading of the literary piece.

II. Parts of a Research Paper

Most probably, your professor will give you the format for the research paper you
are required to do. Nonetheless, a research paper generally consists of the following
parts:

A. Title Page
As the first page of your paper, this contains the following:
✓ Title
✓ Author’s name
✓ Institutional affiliation
Note: Your professor may also add additional information in the title page such as
semester and school year among others.

B. Main Text
The main text of a research paper is composed of the following parts:
✓ Abstract
(Should not exceed 120 to 150 words)
The abstract should specify the purpose of the study, the participants (if there are)
and the results.

Note: Below the abstract are the keywords of the study which are to be separated
by commas.
✓ Introduction
This part should describe the rationale of the study. Preferably, the discussion must
run from general to specific and end with a purpose or a hypothesis.

✓ Review of Related Literature and Studies

This contains the primary and secondary sources used by the researcher
in identifying the gap of the study and in building the background for inquiry.
✓ Methodology
The Methodology includes information on the participants and their profile, the
instruments used and the procedure for data-gathering and analysis.

✓ Results and Discussion

This part contains the outcome of the study and the analysis done on the data
gathered and treated.

C. References
It is also termed as Bibliography or Works Cited in some instances. The sources
should be arranged in alphabetical order with hanging indention.

III. Developing the Introduction, Body and Conclusion (White, 2009)

A. The Introduction

The introduction’s purpose is to show the reader the issues that enabled the
researcher to develop the inquiry in the first place and how he proposes to address
them.

The introduction of a research paper does not have to be very long. In fact, a
shorter introduction is better.

B. The Body

The body of the research paper contains (a) the development of the argument
and (b) needed information to sustain the conclusion. It is also composed of a number
of sections which are indicated by headings.

The headings act as signposts on how the argument is being developed. For a
paper of 5,000 words, it is advisable that only two levels of heading are used. For a
paper of about 15,000 words, three levels of heading can be used.

To develop the body, you may use relevant illustrations and authoritative
quotations. When you use these elements, make sure that you also weave in your
argument or points in between. Remember, illustrations and quotations are useful in
validating your perspective but they should not be the sole content of your paper.
 C. The Conclusion

The last part of your paper, the conclusion, draws together everything that you
have argued and stated about the topic. Its focus should be on addressing the question
you asked at the beginning of the paper.

Phrase your conclusion in such a way that the inquiry will be finalized. There
should be no new arguments in this part of your paper.

IV. Re-drafting and Editing

Critiquing your first draft is a must. Look it over and reflect on the following
questions:
✓ Is the message clear?
✓ Are the points well-developed and exemplified?
✓ Is there a clear thread of argument?
✓ Are there gaps in the reasoning?
✓ Are there too many or too few quotations?
✓ Are the citations correctly stated?
✓ Was the research question/issue properly or clearly addressed?
✓ Do you think this is a good piece of writing?

It is at this stage that you will also receive the critique and advice of your
professor. Many students are apprehensive of this stage, but this should not be the
case. Instead, students should use this phase wisely since the supervisor’s criticism will
enable you to sharpen your ability to assess your own strengths and weaknesses in
writing.

V. Preparing the Final Text

At this phase, your tasks will include the following:

✓ Following up points that need attention.

✓ Ensuring proper referencing.
✓ Editing the work to ensure that it complies with the specific requirements.

Activity 1
A. Identify the parts of Reflective Essay

Where you can be more Pointed sentences that Typically another single paragraph
creative with your space describe the key ideas. where restating the reflective
and structure. Answer: statements in the introduction
Answer: must be avoided.
Answer:
B. Parts of Research Report

It contains the It contains the statement of It contains the results and

participants, materials topic area. discussions.
and procedures. Answer: Answer:
Answer:

Activity 2

Given is a short informative essay that is weak and faulty by standards. Brainstorm
with a seatmate to identify the parts that need editing. Afterwards, rewrite an improved
version in the space provided after the essay.

New Zealand

In the past, New Zealand was a part of the Polynesian territory. In fact, the islands’ first
settlers were the Maori people who arrived there at around 800 AD. The narratives of the
Maori say that the discovery of New Zealand is credited to Kupe, a Polynesian from
Hawaiki. The first European who discovered the islands came in 1642 and gave it its
name: Niew Zeeland but it was 127 years after when another European explorer, James
Cook, visited it again. He mapped the territory and made a report of it back to Britain,
outlining its inhabitants, resources, etc. (Wilson, 2005). In 1840, Maori local chiefs ceded
their sovereignty to Great Britain and formalizing New Zealand as a colony. By the 1850s,
the locals began seeking for self-government but they were defeated in a series of wars. It
was only in 1907 when it became independent (CIA, 2017).

Which of the essay’s features was faultily done? Place a checkmark on the space
provided each feature that needs improvement and discuss with your partner how you
can make it better.

Features
Complexity
Formality
Precision
Objectivity
Explicitness
Accuracy
Organization
Planning

Write down the improved version of the essay here:

Activity 3

A. Read the following statements and determine if they are argumentative or analytical.
Write your answer before the number.
1. Various studies have indicated how more and more Gen Zs
and Millennials are experiencing worse mental health
issues compared to their predecessors. This has been
brought about by internal and external factors that are
unique to their generation.

2. The shift to federalism is one of the aims of the Philippine

president’s goals for the government because of its
numerous advantages. Federalism will address many of the
problems in our society.

3. Animal experimentation and testing is widely practiced in

the development of new medicine and in determining the
safety of some products. It causes suffering and even death
to animals hence it is deemed as an immoral and unethical
practice.

4. While many activists today talk a lot about feminist issues

such as the objectification of women, there is also such a
thing as objectification of men.

5. Denuclearizing North Korea is one of the foremost issues

that the US president is dealing with at the moment. But
with Kim Jong Un backtracking on proposed talks, it seems
like North Korea will not be agreeing to this anytime soon.

B. Choose one of the topics above as your research paper thesis statement.
Prepare an outline of your paper below and have it checked by your
professor. If approved, write your research paper.
LESSON 2: UNDERSTANDING THE IMPORTANCE OF CITATION IN
WRITING ACADEMIC PAPERS

Objectives

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

a. understand the importance of citing sources in writing and publishing an Academic

Papers

b. apply the different acceptable ways of citing and referencing in writing academic
paper.
Warm Up Think

and Answer!

1. Why do you think it is important to cite your sources in writing academic papers?

2. What would be the problem if you did not cite your sources in your academic paper?

3. What do you think is the significance of research paper in the society?

LET’S BEGIN…..

✓ AVOIDING PLAGIARISM

Plagiarism is the unethical practice of using words or ideas (either planned or

accidental) of another author/researcher or your own previous works without proper
acknowledgment.

It is considered as a serious academic and intellectual offense; plagiarism can result

in highly negative consequences such as paper retractions and loss of author credibility
and reputation.

It is currently a grave problem in academic publishing and a major reason for

retraction of research papers.

Here are some guidelines to avoid plagiarism.

1. Understand the context

Do not copy–paste the text verbatim from the reference paper. Instead, restate the
idea in your own words.

Understand the idea(s) of the reference source well in order to paraphrase correctly

2. Quote

Use quotes to indicate that the text has been taken from another paper. The quotes
should be exactly the way they appear in the paper you take them from.
3. Identify what does and does not need to be cited

Any words or ideas that are not your own but taken from another paper need to be
cited.

Cite Your Own Material—If you are using content from your previous paper, you
must cite yourself. Using material you have published before without citation is called
self- plagiarism.

The scientific evidence you gathered after performing your tests should not be
cited.

Facts or common knowledge need not be cited. If unsure, include a reference.

4. Manage your citations

Maintain records of the sources you refer to. Use citation software like EndNote or
Reference Manager to manage the citations used for the paper

Use multiple references for the background information/literature survey. For

example, rather than referencing a review, the individual papers should be referred to
and cited.

5. Use plagiarism checkers

You can use various plagiarism detection tools such as iThenticate or eTBLAST to
see how much of your paper is plagiarised.

✓ CITATION

Citing and Referencing in Academic Writing

Academic writing involves sources of information from authorities of published

materials (books, journal articles and published reports). These sources are used to
support the ideas you present. They are classified as primary and secondary.

Primary: publicly available data (historical documents, interview data), raw data
from experiments and demographic records

Secondary: data that were also based on primary data and have been produced
for public consumption in journal articles or chapters in edited books.

When you include sources in your academic paper, they are known as literature.
When you use literature in your paper, it is known as citing or in-text referencing.
Citation Style Types

There are many types of citations styles used in academic writing and they depend on
the type of paper you are doing. Generally, students do not choose, they simply comply
with the referencing style guidelines provided by the school or department they belong to.
The following are the citation style types commonly used in aademic writing:

1. APA (American Psychological Association) FORMAT

138

APA (American Psychological Association): this is used within the social sciences and
sometimes in other related fields. It is an author-date format by which in-text references are
given within parentheses.

In-text referencing:
Ex. Diaz (2010) suggested that…
Recommendations suggested that (Diaz, 2010)

Reference list:
1. Book: Author’s last name, Initials. (Year Published). Title of book. Place of
publication. Publisher.

Ex. Walklate, S. (2017). Criminology: The basics (2nd ed.). London, United Kingdom:
Taylor & Francis Ltd.

2. Journal article: Last name, Initials. (Year Published). Title of article. Title of Journal,
Volume number. Page numbers.
Ex. Sorensen, J., Snell, C., & Rodriguez, J. J. (2006). An Assessment of Criminal
Justice and Criminology Journal Prestige∗. Journal of Criminal Justice Education, 17(2),
297- 322.

3. Webpage: Author’s last name, Initials. (Year Published). Title of webpage.

Retrieved from [URL here].

Ex. Muirehead, R. (2016). Components of the Criminal Justice System | Goodwin

College. Retrieved from [Link]

Notes: If there is no author, begin with the title and then the publication date
If there is no publication date, write n.d. (no date) within the parentheses instead.

2. MLA (Modern Language Association) FORMAT

MLA (Modern Language Association): this is used within the fields of literature
and language. In-text referencing is also done within parentheses at the end of the
sentence.
In-text Referencing: In MLA, the last name of the author and the page number are cited.
Ex. Diaz suggested that…(11)
Recommendations suggested that…(Diaz 11)

Reference list:
1. Book: Author’s last name, First Name. Book Title. Place of publication.
Publisher, Publication year.

Ex. Walklate, Sandra. Criminology: The Basics. 2nd ed. London, United Kingdom:
Taylor & Francis Ltd, 2017.

2. Journal Article: Author’s last name, First name. “Title of Article.” Journal Title.
Volume. Issue Publication Year. Inclusive page numbers.

Ex. Sorensen, Jon, et al. "An Assessment of Criminal Justice and Criminology Journal
Prestige∗." Journal of Criminal Justice Education, vol. 17, no. 2, 2006. pp. 297-322.

3. Webpage: Author’s last name, First name. “Title of Work.” Title of overall website.
Version. Publisher. Publication Year. Date of access.

Ex. Muirehead, Roger. "Components of the Criminal Justice System." Goodwin

College. Wordpress, 2016, [Link]/enews/components-criminal-justice/.
Accessed 11
Nov. 2015.

Using Other Authors’ Ideas in Your Paper

You cannot simply copy literature when you cite them in your paper. You have
to state the author’s idea in your own words. While this may be difficult at first, you can
improve with practice. You can do this effectively by summarizing and paraphrasing.

a. Summarizing
To summarize is to select the key or important features of a text and then
consolidate these into a shorter version of the original text. Summarizing is done by
simplifying ideas and by using differently structured sentences (Bowker, 2007).
Look at the following example:

Original Text Summarized Version

According to Quijano (2007), One of the main reasons why
reading problems are one of the students do poorly in the National
primary reasons why some Achievement Test is poor reading
students do poorly in the National skills (Quijano, 2007). Which in turn
Achievement Test or NAT has are due to the students’ disinterest
something to do with reading. in reading.
Students’ poor reading skills are
credited to their lack of interest in
reading itself.
 As you can see, there are words that were extracted from the original text and used
again in the summarized version. These are the keywords and preserving them in the
summarized version of the text is necessary to ensure that the original idea is still
retained.

b. Paraphrasing

When you paraphrase a text, you restate information differently. The difference
of summarizing from paraphrasing is that paraphrasing does not necessarily need to
shorten or condense the text. The aim of paraphrasing is to rewrite by using different
words and phrases (Bowker, 2007).

Look at the following example:

Original Text Paraphrased Version

This study was conducted among 100 Grade V pupils in Reina
100 Grade V pupils of Reina Mercedes Central School in the
Mercedes Central School during school year 2017-2018
the school year 2017-2018. participated as respondents in
Through the data-gathering, the this study. Data gathered from
researcher was able to determine the respondents indicated the
the relationship between the relationship between reading
reading performance and the performance and the reading
reading anxiety of the pupils anxiety experienced by the
pupils.

As you might have noticed, the paraphrased version is not necessarily shorter than
the original text. Furthermore, the order of ideas did not change.
 Additional Techniques in Summarizing and Paraphrasing

Your summarizing and paraphrasing skills can be improved if you take the time to
develop an extensive vocabulary of words you can use. You may start with the
following terms (Bowker, 2007):

Articulate, comment, mention, maintain, note, point out, say, state, suggest,
indicate, refer
Hypothesize, predict, theorize, conceptualize, demonstrate, show, convey,
portray, support
Substantiate, corroborate, verify, confirm
Investigate, research, experiment, conduct, administer, observe
Acknowledge, assert, claim
Argue, challenge, compare, contradict, contrast, counteract, debate, defend,
refute, hold
Comprise, consist, constitute, embody, characterize, define, identify, recognize,
diagnose
Create, construct, develop, generate, produce, evolve, manufacture
Synthesize, coordinate, cooperate, correspond, collaborate, contribute, share
Reveal, conceal
Analyze, examine, evaluate, scrutinize, criticize
Report, record, collect, collate, categorize, document
Differentiate, deviate, distinguish, divide, separate
Access, utilize, deploy, adopt, practice
Strengthen, increase, expand, weaken, reduce, decrease, contract, condense
Convince, compel, justify, explain, clarify, reason, account
Signify, highlight, specify, specialize, symbolize
Accumulate, calculate, maximize, minimize, formulate
Relate, connect, link, associate, correlate
Exclude, include, situate, locate, place
Condemn, deny, decline, negate
Dominate, segregate, subordinate
Affect, influence, transform
Conclude, summarize

1. Use different linking expressions or transitional devices to start a statement

related to the previous one.
Ex.
a. Being
Specific In
particular…
Regarding…
In relation to…
With respect to…
More
specifically… In
terms of…
 b. Giving
examples For an
instance…
Namely…
For example…
such as…
This can be illustrated by…

c. Clarifying
In other
words…
Basically…
Namely…

d. Parallel
ideas
Concurrently…
At the same time…
Simultaneously…
Equally…

e. Common
points
Traditionally…
Typically…
Commonly…
Often…
Conventionally…

f. Acknowledging something but bringing up a different

perspective Although…
Even though…
Despite…
Notwithstanding…

g. Following a line of
reason Therefore…..
Consequently…
Hence…
Accordingly…
Subsequently
… To this
end… As a
result...
As a corollary…
1. Summarize a point shared by different authors
Ex. Diaz (2010), Cruz and Po (2013) and Santos (2016) argued in their respective
studies that…

Quoting Authors’ Ideas

There are times when you do not have to summarize and paraphrase other
authors’ ideas when you use them in your paper; and you may use direct quotations
instead. When you do this, you have to enclose the direct quotations with quotation
marks (“ ”).

Ex. According to Natividad (2018), “Prospective teachers need to master

communicative competence to ensure effective instruction in their classrooms
later on.”

Direct quotations must be used minimally. You use direct quotations only when:

a. You cannot simplify the idea in your own words

b. You want to express the idea as authoritatively as possible
c. The original words need to be available for a particular purpose (laws, literary
piece excerpts)

Direct quotations should never stand alone as much as possible. They should always
be placed in the text as support to other points made or as support for other
statements.

Ex. Communicative competency is regarded as a crucial ability for teachers; that is why
they should be trained for it as early as possible. According to Natividad (2018),
“Prospective teachers need to master communicative competence to ensure effective
instruction in their classrooms later on.”

As you can see in the given text, the direct quotation functioned as a
support for the claim given in the first sentence.

Tips for Including Quotations in the Academic Paper

1. Type every word as exactly as it is: wording, spelling and punctuation.

2. If there are errors in the original statement, do not correct them. Just place the Latin
term “sic” after the identified error/s to indicate that the words appeared as such in the
original text.
3. If you have to remove some parts from the quotation, replace them with the ellipses
(…). This can be done if there are parts of the quote that are unnecessary to your
purpose.
Activity 4
Summarize/Paraphrase the following passage by following the steps
indicated below.

1. List down the key words or key phrases then give alternative phrases or synonyms
for these.

2. Write down the main point of the passage in your own words (including the
alternative phrases/synonyms of the key words/phrases you have identified).

3. Simplify what you have written down in item 2.

Activity 5

Given below is a literature source. Write it in the reference list as prescribed by

the formats you have studied.

Book

Title: Communication for Society

Authors: Marilit Tara A. Uychoco, Maria Lorena Santos
Year Published: 2018
Publisher: Rex Book Store, Inc. (RBSI), 856 Nicanor Reyes Sr. St., Sampaloc, Manila.

APA

MLA

Title: Purposive Communication for Education Students

Author: Sheilla Marie D. Sibug
Year Published: 2023
Publisher: Rex Book Store, Inc. (RBSI), 856 Nicanor Reyes [Link], Manila.

APA

MLA
 LESSON 3: PRESENTING YOUR PAPER

Objective

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

a. understand the requisites for oral presentation, and

b. perform an oral presentation using powerpoint.
c.
Let’s Warm Up!

1. What are to be considered when preparing for oral presentation?

2. How many slides are needed for oral presentation?
3. How to make our powerpoint presentation effective?

In the tertiary level of education, students are expected to present their

academic works in different settings such as in the classroom, in conferences and other
relevant events. Generally, you may find these activities daunting because you have to
summarize a long report into a few minutes of presentation only. With careful
preparation however, the activity can be made easier. Furthermore, presenting your
paper to the public enables you to receive constructive feedback for improving your
work.

According to McNair Scholars (2011), an oral presentation of an academic

paper should accomplish the following:

a. Show the importance of your work

b. State findings and analysis clearly
c. Stimulate others to ask questions, provide feedback or suggestions and develop an
interest in your topic

1. Preparing your draft

First of all, you have to keep in mind that to understand your work, your
audience will listen more to you rather than read what you show in your visual aids. That
is why it is important that you talk in such a way that your audience can easily follow
you.

The Duke Writing Studio (2018) specified the following things that you should
remember to include in your talk:

✓ A brief introduction about yourself

✓ Thesis statement
✓ Rationale of your work
✓ Summarized body of your work
✓ Conclusion
2. Incorporating visuals

Visual components are meant to promote understanding of what you are saying
hence they should be presented as an aid and not a distraction to your discussion.
Here are some tips for you to consider in creating your visuals:

✓ Make sure that the background you use is simple and visually interesting. Also,
avoid backgrounds that make the text difficult to read.
✓ Text colors should contrast the background and keep them simple as well. Use fonts
that are easy to read such as Times New Roman, Calibri or Arial. Use only one font
style all throughout your presentation. To ensure the readability of your text observe
these:
Titles: 44-
point Body:
22-point
✓ Avoid text heaviness. It is highly suggested that you create slides for each main
point of your discussion.
✓ Organize quantitative data in graphs or tables.

3. Presenting your work

The time allotment for your presentation is something that you have to consider.
After all, you need to address your topic directly and clearly in a matter of few minutes,
usually 10 to 20 minutes.

What students fear most in oral presentations is the prospect of questions about
their research. Nonetheless, if you understand your topic and what you did in your
paper, this is not really a problem. Moreover, you can always prepare and practice
responses to possible questions ahead of time.

Tips in addressing questions

✓ Listen attentively to the questioner. If possible, paraphrase the question to verify if

you understand what he/she is asking about:
“So you were asking if…”
“You would like to know if…”
✓ You do not have to answer right away. A short pause is acceptable because this
allows you to deliberate on how you will respond.
✓ If you cannot answer the question, be honest about it. There is nothing shameful
about not being able to answer some questions. You can simply say:
“Thank you for that question. Unfortunately I don’t have that information with me at
present.”
You can just offer to find out the answer and address it the next time.
 Activity 6

A. Based on the research paper you wrote in the previous lesson formulate an outline
of a PowerPoint presentation. Write down the outline of your presentation below.

B. Organize your PowerPoint presentation and present in class. You may refer to the
following rubrics as your guide for your oral presentation.

CRITERIA Exceptional Admirable Acceptable Amateur

Content Points are clearly There are many Most points Thesis is
and directly points that were were unclear and
expressed. There discussed clearly discussed in the
is a large amount and directly but a disjointed information
of material to some parts were manner that were
support what was vague. There is which provided do
discussed. sufficient discourages not support
evidence and clarity and the
sources to directness. discussion
support what was There is also in any way.
discussed. little material
to support
what was
discussed.
Coherence & The discussion Most points are The The
Organization flows smoothly presented connections presentation of
from one point to logically but the between ideas is choppy
the next. The transitions still ideas are because there
transitions need loose and is no proper
organize the improvement. there is a lack flow and logic to
whole discussion of transitions. the discussion.
effortlessly.

Material A majority of the The The

multimedia that multimedia multimedia
accompanied the was used was
discussion was presented ineffective
appropriate and unevenly and because
complementary did not really there is too
for most parts. synchronize much/not
with the enough to
discussion. support the
discussion.

Speaking The presenter Articulation was There were Inaudible or

Skills was poised and clear but not as some points too loud.
enthusiastic. confident and that were not There was
There was clear polished articulated no clarity in
and confident well. the
articulation of C
1 o1 nfidence articulation.
ideas. was also
lacking.
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