CAS Course Packet (Purposive Communication)

Purposive
Communication
College of Arts & Sciences

Course Study Guide Contents
Week No. Module Topic Page
Communication Processes, Principles and Ethics

1 5
Communication and Globalization

2 21
Evaluating Messages
3 33
Communication for Work Purposes

4 47
Editorial Office
Course Developer Dr. Ramie L. Bulaybulay, Jr.
Content Experts Dr. Ramie L. Bulaybulay, Jr.

Dr. Sarah M. Nemenzo
Language Editor Dr. Aileen C. Costas
Design/Media Specialist Ms. Jedidiah K. Singco
2
Flexible Learning Course Syllabus

Flexible Learning Course Syllabus
College of Arts and Sciences
General Education
First Semester, Academic Year 2020-2021
I. Course Information
Course Code G PCOM Course This course develops students’ communicative competence
Description and enhances their cultural and intercultural awareness
Course Title Purposive Communication through multimodal tasks that provide them with opportunities
for communicating effectively and appropriately to a
multicultural audience in a local or global context.

Prerequisite(s) Communication Skills 02 Course 1. Describe the nature, elements, and functions of verbal and
Learning non-verbal communication;
Outcomes 2. Explain how cultural and global issues affect
Credit Unit 3 Units communication;
3. Evaluate multimodal texts critically to enhance receptive
skills; and
4. Create clear, coherent, and effective communication
materials.
II. Instructor's Information
Instructor Name Dr. Ramie L. Bulaybulay Corporate [email protected]
Email
Title: Assistant Professor III Phone +63 943-347-2084
III. Course Syllabus

Week No. of Module Topic Intended Learning Learning Materials and Mode of Assessment
No. Hours Outcomes Resources Instructio Task/
n/ Graded
Required Suggested Delivery Output
Tools
Communication  describe the nature, Lesson 1.  Chase, R. and Shamo,  Course 1. Weekly Journal
13.5 total Course Module S. Elements of Effective
Processes, elements, and Packet
hours on Purposive Communication. 4thed.
Principles and functions of verbal and Washington, Utah: Plain  Printed 2. Levels of
Communication Communication
Ethics non-verbal and Precious Publishing,  Digital
12 hours College of Arts
communication in 2013  Microsoft 3. Models of
self- and Sciences.
directed Sub-topic 1: various and University of
 Andersons, K. & Teams Communication
multicultural texts; Tompkins, P. Practicing
learning Principles & the Visayas Communication Ethics:
1 & Processes of  explain the principles 4. Ethics of
Development,
1.5 hours and processes of Communication
Communication Discernment and
of communication as Decision-making.
assess- embodied in the Routledge, 2015
ment Sub-topic 2: communication  Audio and/or video clips
tasks Ethics of models; and of various media
Communication  relate the  Texts from newspapers,
magazines, journals
communication models
to students’  https://www
experiences and apply .youtube.com/watch?
them to their own v=ilef426YUag
communication  https://www.
processes; and youtube.com/watch?
 apply ethical v=5a9AQeSFI1Y
communication
principles and
practices.
Communication  Explain how cultural and Lesson 2.  Biber, D. & Conrad S.  Course 5. Weekly Journal 2
13.5 total global issues affect Course Module Register, Genre, and 6. Communicating
and Packet
hours communication; and on Purposive Style. Cambridge: in a Multicultural
Globalization Cambridge University  Printed
 Appreciate the impact of Communication Society
Press, 2009  Digital 7. Creating Global
2 12 hours communication on College of Arts
self- society and the world and Sciences.  Mooney, A., Peccei,  Microsoft Connections
3
directed University of J.S., La Belle, S, et.al. Teams
learning the Visayas Language, Society and
& Power: An Introduction.
1.5 hours 3rded. London:
of Routledge, 2010
 Article “Flight from
assess-
conversation”
ment
http://ww.nytimes.com/2
tasks 012/01/22/opinion/sun
day/the-flight-from-
conversation.html?_r=0
13.5 total Evaluating Lesson 3.  Audio and/or video  Course 8. Weekly Journal 3
hours  evaluate multimodal Course Module clips of various media 9.Evaluating Media
Messages texts critically to
Packet
on Purposive (e.g. TV commercials, Text 1
enhance receptive movies; newscasts;  Printed
12 hours Communication 10.Evaluating
self- (listening, reading, College of Arts etc.)  Digital Media Text 2
directed viewing) skills; and Sciences.  Texts from newspapers,  Microsoft
 identify meanings magazines, journals Teams
learning University of
3 & embedded in messages; the Visayas
1.5 hours and
of  develop awareness of
assess- audience and context in
ment presenting ideas.
tasks
13.5 Communication  create clear, coherent Lesson 4.  Abrams, R. Successful  Course 11. Weekly Journal
total and effective messages Course Module Business Plan: Secrets 4
for Work Packet
hours on Purposive and Strategies.
Purposes appropriate to the
Redwood, CA: Planning  Printed 12.Application
audience, purpose and Communication Letter
12 hours context; College of Arts Stop. 2010  Digital 13. Resume
self-  formulate ideas using and Sciences.  Adler, R., Elmhorst,  Microsoft
J.M., & Lucas. Teams
directed appropriate language, University of
Communicating at
learning registers, tone, facial the Visayas Work: Strategies for
4 & expressions, gestures; Success in Business and
1.5 hours and the Professions.
of  select creative and NY:McGraw Hills, 2012.
assess- appropriate modalities  Lehman, C. & Dufrene,
ment and technologies to D. Business
tasks accomplish Commucation. Mason,
communicative goals. OH: South-Western
Cengage Learning,
2011.
IV-A. Points for Graded Output IV-B. Grade Equivalent Based on Points Earned
Course Week Module Topic Output Points Points Earned Grade
1 Minor Task 100 97%-100% 1.00
94%-96% 1.25
2 Minor Task 70 90%-93% 1.50
86%-89% 1.75
3 Minor Task 100 82%-85% 2.00
78%-81% 2.25
4 Major Task 150 74%-77% 2.50
71%-73% 2.75
Total 420 70% 3.00
69% below 5.00
INC is given if the final grade is 2.5 or better but missing any two of the course requirements listed above. INC should be complied
within 365 days immediately after the close of the Semester.
V. Approval
Prepared by Reviewed by Approved by

DR. RAMIE BULAYBULAY DR. AILEEN C. COSTAS DR. AILEEN B. CATACUTAN DR. RAMIE L. BULAYBULAY
Instructor Program Chair Librarian Dean
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Lesson 1
Communication Processes,
Principles & Ethics
Google Image
At the end of the lesson, the student should be able to:
1. understand the importance of communication in society;
2. know the principles and processes of communication as embodied in

the communication models provided;
3. relate the communication models to students’ experiences and apply

them to their own communication processes; and
4. apply ethical communication principles and practices.
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College COLLEGE OF ARTS & SCIENCES (CAS)
Program GENERAL EDUCATION
Course Code PURPOSIVE COMMUNICATON
Course Title GPCOM
Credit Unit 3
Lesson 1 Week 1
Module Topic Communication Processes, Principles and Ethics

1. describe the nature, elements, and functions of verbal and non-verbal
communication in various and multicultural texts;
Intended Learning 2. explain the principles and processes of communication as embodied in the
Outcomes communication models; and
3. relate the communication models to students’ experiences and apply them to
their own communication processes; and
4. apply ethical communication principles and practices.
Number of Hours 13.5 Hours (12 hours Self-directed learning and 1.5 hours Assessment Tasks)
1. What is the importance of verbal and non-verbal communication in the society?
2. What are the processes of communication embodied in the communication models?
Study Questions
3. How can communication models be applied to students’ experiences?
4. What ethical communication practices will help us create a better world?
Required Suggested
 Andersons, K. & Tompkins, P. Practicing
Lesson 1. Course Module on Purposive Communication Ethics: Development, Discernment and
Communication. College of Arts and Decision-making. Routledge, 2015
Sciences. University of the Visayas  Chase, R. and Shamo, S. Elements of Effective
Learning Resources
Communication. 4thed. Washington, Utah: Plain and
Precious Publishing, 2013
 Audio and/or video clips of various media
 Texts from newspapers, magazines, journals
 Educational YouTube Videos
 https://www.youtube.com/watch?v=ilef426YUag
 https://www.youtube.com/watch?v=5a9AQeSFI1Y
1. Student shall study and learn Lesson 1 on Communication Processes, Principles &
Ethics. Student may refer to the suggested and other recommended learning materials
indicated in this Course Study Guide as additional reading resources.
Learning Activity 2. While studying and learning the topics in Lesson 1, the student can now start writing
entry one of the Weekly Student Journal based from the given concept “A Day in My
Life during the COVID-19 Pandemic.”
3. After studying and learning the topics in Lesson 1, the student shall answer
Assessment Task 2 (Levels of Communication), Assessment Task 3 (Models of
Communication), and Assessment Task 4 (Ethical Communication).
1. Student Journal Entry 1
Required Output 2. Ethical Communication Analysis
1. Weekly Student Journal
2. Activity on Levels of Communication
3. Activity on Models of Communication
Assessment Tasks 4. Activity on Ethical Communication
1. Student Journal Rubric
Assessment Tool 2. Short Answer Rubric
Creativity & Innovation, Critical & Analytical Thinking, Effective Communication,
Target Competency Collaboration, Confidence & Self-directed Lifelong Learning
Prepared by: Reviewed by: Approved for use:
DR. RAMIE L. BULAYBULAY DR. AILEEN C. COSTAS DR. RAMIE L. BULAYBULAY
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Faculty Program Coordinator Dean
Processes & Principles of

Communication
Nature of Communication
Your day-to-day life is spent mainly in spoken or written communication. So, you know, now
that communication is the basic need of life. We cannot imagine a day without some kind of
verbal and non-verbal communication. When we look at our surroundings or when we talk
to people in person or in telephone, or when we write a letter or send an e-mail or when we
read a book or listen to radio or watch a program on television. We are communicating with
the world in which we live. Thus, communication is an integral part our life.
The greater your skill in speaking, listening, reading and writing, the more chances you
becoming a popular student and a successful person in life. You have also more chances of
success in your job. Outstanding student leaders, sales individuals, politicians, company
workers, secretaries, and computer technologists attribute their success to good
communication.
You have to acquire a tool that fits you for the expectations of this highly demanding world.
One tool is skill in communication. If you want to be a positive force and if you want to
move up to the ladder of success, then be serious in this subject and really try to be an
effective communicator now.
Definition of Communication
The word communication comes from the Latin word ―Communis, which means shared
understanding. It is the exchange of ideas, views, or information as by speech, writing,
signals or behavior. Hence, communication is something imparted, transmitted, and
interchanged. It is a variety of behaviors, processes, and technologies by which meaning is
transmitted or derived from Information Communication is an important aspect of life. It is
considered as the center to all human activities; it gives meaning to human life.
Communication enables people to nurture love and understanding, thus making living
worthwhile.
Communication is a wide-ranging phenomenon with so many definitions owing to the

various disciplines associated to it. Hence, it can be said that communication does not have
a single definition. It is dynamic and ever changing. Various scholars have coined their own
definition of communication depending on their perspectives and orientations.
Communication is defined as a process that involves the transmission of message from a
sender to the receiver. Communication simply means ― the transmission of a message from
a source to a receiver. In general, communication is how people exchange meaningful
information.
Verbal Communication. The basis of communication is the interaction between people.

Verbal communication is one way for people to communicate face-to-face. Some of the key
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components of verbal communication are sound, words, speaking and language. At birth,
most people have vocal cords, which produce sounds. As a child grows, it learns how to
form these sounds into words. Some words may be imitative of natural sounds, but others
may come from expressions of emotion, such as laughter or crying. Words alone have no
meaning. Only people can put meaning into words. As meaning is assigned to words,
language develops, which leads to the development of speaking.
Through speaking, we try to eliminate this misunderstanding, but sometimes this is a very
hard thing to do. Just as we assume that our messages are clearly received, so we assume
that because something is important to us, it is important to others. As time has proven,
this is not at all true. Many problems can arise in speaking, and the only way to solve these
problems is through experience. Speaking can be used as a tool to accomplish your
objectives. But, first you must break the habit of talking spontaneously without planning
what you are going to say or how you are going to say it. You must learn to manage the
impression you create by consciously tailoring your remarks and delivery style to suit the
situation.
Here are some things which will make you an effective communicator:
 Remember to become aware of what you are saying.
 Apply the same process you use in written communication when you are communicating
orally.
 Before you speak, think about your purpose, your main idea, and your audience.
 Organize your thoughts in logical way.
 Decide on a style that suits the occasion and edit your remarks mentally.
 As you speak, watch other person to see whether your message is making the desired
impression. If not, revise it and try again.
Remember that various situations call for different speaking styles, just as various writing
assignments call for different writing styles. Here are four different styles that will suit every
occasion:
 Expressive Style is spontaneous, conversational, and uninhibited. Use this when you
are expressing your feelings, joking, complaining, or socializing.
 Directive Style is an authoritative and judgmental style. We use this style to give
orders, exert leadership, pass judgment, or state our opinions.
 Problem-Solving Style is rational, objective, unbiased, and bland.
 Meta Style is used to discuss the communication process itself. Meta language enables
us to talk about our interactions.
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Non-Verbal Communication. Numerous books have been written on the importance of
non-verbal messages. Some studies suggest that from 60% to 90% of a message‘s effect
comes from non-verbal cues. It presents a brief overview of non-verbal communication:
 Body Language is the way the body communicates by its physical movements. It
specifically looks for inner states of emotion as expressed through different parts of the
body and their physical movements. It includes the following subparts: facial expression,
eye contact, posture, gestures, body shape, smell and touch, and silence.
 Sign Language is the most basic element of communication. A sign is a symbol. A

symbol is something that stands for something else. Everything in our world that we can
visualize or sense has symbolic meaning and can be used in communication.
 Paralanguage is the closest to the actual communication. ―Para means like; thus
paralanguage literally means like language. This like language is where we use our voice
in uttering words. It is everything other than words intonation, pitch, regional accent,
sarcasm, hesitations, truthfulness, emotions, etc.
o Pitch variation refers to how high or low your vocal tones are.
o Volume refers to the loudness of the voice.
o Speed and pause refers to the speaker’s use of normal pace.
o Stress on words refers to the emphasis of different key words in a sentence
you can purposely indicate your feelings about what is important.
 Circumstantial Language is one of the very interesting aspect is that it is not the
person only who communicates. Actually everything about him/her and his/her
surroundings communicates. Some of the circumstantial factor which communicates about
the person is presented as: space language (proxemics), surroundings, and time
(chronemics).
Components of Communication
 Sender. In a speech communication

process, everything starts with the
speaker or the source of the
message. In a public speaking-
setting, the speaker typically
presents his or her speech without
any interruptions. The source is the
bearer of the message to the
audience. The success of a speech
mainly depends on the source.
 Message. The message is the
information being communication by a source to an audience. In public speaking, the
ultimate objective of the speaker is to send the message to the listeners as intended. It is
always a challenge for the speaker as to how he or she could deliver the actual message
to the audience.
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 Encoding. The communicator of the information organizes his idea into series of symbols
(words, signs, etc.) which, he/she feels will communicate to the intended receiver(s).
 Medium or Channel. The sender has to select the channel for sending the information.
Communication channel is the media through which the message passes. It is the link
that connects the sender and the receiver.
 Receiver. The receiver is the person who receives the communicated information of the
source. In public speaking, it is understood that a speaker speaks in front of many
listeners. Hence, the receivers‘ frame of reference is something that the source should
always take into consideration of when making his or her speech.
 Decoding. It is the process of interpretation of an encoded message into understandable

meaning. It helps the receiver to drive the meaning from the message.
 Feedback. It is understood that not all listeners will just automatically absorb the
message being communicated by the speaker. The receiver’s message or reaction after
hearing the speaker’s speech is called response or feedback.
 Noise. It refers to any signals that may interfere with the message being carried. This
again would depend on the method of communication. The receiver is the instrument or
the person on the other side that receives the message.
The transmission of sender‘s ideas to the receiver and the receiver‘s feedback or reaction to
the sender constitute the communication cycle.
Basic Models of Communication
The act of communicating has been evaluated extensively for many, many years. One of the
classic analyses of communication took place in the 1940s and 1950s when researchers,
including Claude Shannon, Warren Weaver, Wilbur Schramm and others, offered models
describing how communication takes place. In general, communication is how people
exchange meaningful information.
 Linear Model of Communication. This is the Aristotelian Model, the earliest model,
which shows only three elements: speaker, message, and listener. This model says that
the speaker may also be called the sender; the source, or the encoder. The speaker
encodes or puts ideas into symbols- the message. The message is sent to a listener. He
decodes the message or attaches meanings to the word or gestures received.
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 Transactional Model of Communication This model tells you that effective or
meaningful communication happens when both sender and receiver communicate on
their shared experience, that is, the sender encodes a message using signals that are
meaningful to the receiver because he/she can relate them to his/her own field of
experience. Communication originates from the overlapping areas of the two fields of
experience.
 Interactional Model of Communication. This model was introduced in 1948 by Claude

Shannon. This model can be considered as granddaddy of many later communication
models. The figure clearly illustrates how communication takes place, and also helps
determine what could go wrong. In Shannon‘s model, the information source typically
refers to a person, who then sends a message with the use of a transmitter. This
transmitter could be any instrument today, from phones to computers and other devices.
The signals that are sent and received vary depending on the method of communication.
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Levels of Communication
 Intrapersonal Communication. It is a type of

communication wherein one’s self is the center of the
communication process – the source and receiver of
the message. It involves mental processes for the
purpose of information processing and decision
making.
 Interpersonal Communication. It is a
type of communication that transpires between two
people, but it may involve more than two. Both
partakers in the communication process
function as the sender and the receiver.
 G r o u p C
together to discuss important matters such as making
a decision over a serious matter. This type of
communication only involves fewer participants for
the reason that each participant should be able to
interact with each other.
 Public Communication. In this type of

communication, the speaker usually conveys a
structured message to the audience. In public
communication, the same channel as in
interpersonal or group communication is used. It
involves a larger number of people compared to
group communication.
 Mass Communication. It is a type of

communication wherein a large portion of the public
or a community is involved. The message is usually
disseminated through the use of the different
mediums in mass communication such as radio,
television, print, or even the internet
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Ethics of Communication
Communication ethics is
primarily concerned with
people‘s verbal and non-
verbal interactions with
their fellow human
beings with the use of
various channels such as
print media, television,
radio and internet.
Communication ethics is
defined as a type of
communication that is
concerned with certain
values relating to human
conduct which include
being truthful, accurate,
responsible and ethical Google Image
not just with the verbal
and non-verbal words but including their resulting actions. The ethics of communication is
focused on the ethical responsibilities of individuals such as the obligation to speak
truthfully, and seeks to reflect on how these carry over into the complex circumstances that
arise with the development of communications science and technology. On the other hand,
unethical communication threatens the quality of all communication as well as the welfare of
the people and the community in general.
Various characteristics of communication are essential to uphold the integrity of

communication such as to:
 advocate truthfulness, accuracy, honesty;

 recommend freedom of expression, diversity of perspectives, tolerance of dissent;
 endorse respect for other communicators; and
 condemn communication that degrades individuals and humanity
In the pursuit of ethical communication, communication itself has its basic goals which
include:
 To seek understanding. The message should be fully understood by the receiver. The
message transmitted by the sender should be exactly received by the receiver.
 To elicit response. The receiver of the message provides feedback or shows an action
to be undertaken for the message.
 To establish goodwill. You must establish good relationship with other individuals in
organizations. This will create mutual understanding, respect, trust, cooperation, and
collaboration not only at present but also for future endeavors.
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Ethical Communication in the Digital World
The advent of technology has provided people with a lot of opportunities whether it is in
their place of work or school. The technological advancement has also changed the way we
communicate with one another. It has made the transfer of information so convenient and
accessible. However, this advancement has also created a lot of challenges among people
who have been using these technologies and/or have been exposed to these Internet
platforms. So, how do we know if we are communicating ethically?
It is said that you will know if you are communicating ethically if you are aware of how you
communicate or how you share your ideas with another individual. You might not realize it,
but the way you communicate your ideas online has an impact on the people who have read
or seen it, may it be a simple post on your social media sites or a text message to another
person, or even when you share content online.
Communicating online is one of the guaranteed freedoms under a democratic society. In

spite of this Constitutional freedom to express oneself either online and offline, freedom of
speech is still not absolute. There are laws in the Philippines which punish libelous offenses
whether it is committed online or offline. It is certain that one can use social media as their
means of communication, but the concept of ethical communication must not be ignored.
Unfortunately, as people shift to
social media when
communicating with other
individuals, many have resorted
to unethical social media usage
leading to criminal offenses such
as cyber libel. This can be
avoided if only people learn how
to ethically engage one another
online. One has to remember
that everything we do online
leaves a digital footprint which
includes what you said, what was
said about you, what you liked
and share as well as where you
are or have been.
Here are some tips on how to be ethical online:

 Always consider what you want your social media accounts say about you
 Keep your personal and professional identities separate
 Always check your social media’s security settings
 Communicate positively, not negatively
 Always check the validity of news stories or any information before sharing or
commenting on it
 Avoid using social media to complain or vent frustrations
 Avoid connecting with people that you do not personally know
 Help report disinformation or fake new stories
 Always think before you click
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Assessment Task No. 1
My Weekly Student Journal #1

Directions: Write a minimum of 250-word reflective essay on your personal experience on
the concept “A Day in My Life during the COVID-19 Pandemic.” Write your journal
entry on the space provided below. You may also write your own title. Kindly refer to the
Student Journal Rubric in the succeeding page for you to know and understand what the
instructor’s expectation for the journal entry is and how you will be graded.
____________________________
(Title)
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Weekly Student Journal Rubric
NOTE: This rubric will be rated by your Instructor only!
Exemplary Accomplished Developing Beginning Points

Content 20-16 15-11 10-6 5-1
Journal Journal Journal Journal lacks
demonstrates a demonstrates demonstrates critical thinking.
high degree of some degree of limited critical Superficial
critical thinking in critical thinking thinking in connections are
applying, in applying, applying, made with key
analyzing, and analyzing, analyzing, course concepts
evaluating key and/or and/or and course /20
course concepts evaluating key evaluating key materials,
and theories from course concepts course concepts activities, and/or
readings, and theories and theories assignments
lectures, media, from readings, from readings,
discussions lectures, media, lectures, media,
activities, and/or discussions discussions,
assignments. activities, and/or activities, and/or
assignments. assignments.
Persona 20-16 15-11 10-6 5-1
l Growth Demonstrates Demonstrates Demonstrates Personal growth
significant satisfactory less than and awareness are
personal growth personal growth adequate not evident and/or
and awareness of and awareness personal growth demonstrates a
deeper meaning through some and awareness neutral experience
through inferences through few or with negligible
inferences made, made, simplistic personal impact. /20
examples, well examples, inferences
developed insights, and made,
insights, and challenges. examples,
substantial depth insights, and/or
in perceptions challenges that
and challenges. are not well
developed.
Writing 10-8 7-5 4-2 1
Quality Well written and Above average Average and/or Poor writing style
clearly organized writing style and casual writing lacking in standard
using standard logically style that is English, clarity,
English, organized using sometimes language used,
characterized by standard English unclear and/or and/or frequent
elements of a with minor with some errors errors in grammar,
strong writing errors in in grammar, punctuation, /10
style and basically grammar, punctuation, usage, and
free from punctuation, usage, and spelling. Needs
grammar, usage, and spelling work.
punctuation, spelling.
usage, and
spelling errors.
Total Points /50
Rubric adapted from Denise Kreiger, Instructional Design/Technology Services, SC&I, Rutgers, 4/2014
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Levels of Communication
Directions: Determine the level of communication that each of the statements below
represents by writing the correct level of communication on the space provided for. The
choices are given below. Each correct answer is equivalent to two (2) points.
o Intrapersonal Communication
o Interpersonal Communication
o Group Communication
o Public Communication
o Mass Communication
__________________1.Meeting with five classmates to make research paper.

__________________2.Discussing with the dean your proposed student activities.
__________________3.Watching movie in SM.
__________________4.Delivering a speech before a student body.
__________________5.Making New Year’s resolutions.
__________________6. Listening to a radio broadcast.
__________________7.Analyzing an assigned mathematical problem.
__________________8.Weighing the advantages and disadvantages of living a boarding house.
__________________9.Helping Julian in his assignment in English subject.
__________________10.Presenting a role play in the auditorium.
__________________11.Reading a Freeman newspaper.
__________________12.Presenting a debate in the class.
__________________13.Deciding on what subjects to enroll next semester.
__________________14.Asking your friend Juan a favor.
__________________15.Discussing a topic with your study group.
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Models of Communication
Directions: Identify what basic model of communication that each statement below represents. Your
answer for each item should either be linear, transactional, or interactional. Kindly review your notes
on the basic models of communication. You can make further research on the basic models of
communication. Each correct answer is equivalent to two (2) points.
______________1. The responses of the persons involved in the communication process cannot be
predicted because they all have different backgrounds and mental conditions.
______________2. There is a clear cut beginning and end to communication.
______________3. Feedback is a whole new process of communication in this model of
communication.
______________4. It envisages a one-way process in which one party is the sender, encoding and
transmitting the message, and another party is the recipient, receiving and
decoding the information.
______________5. Sender and receiver is equally important in this model of communication.
______________6. Caste, class, race, ethnicity, gender, etc are the contexts which promotes
communication.
______________7. This model has a concept of noise and barriers to communications like language,
network problems, etc which affects the communication process.
______________8. People have a closed mindset about the other groups of people they communicate
with displaying the trait of Ethnocentrism.
______________9. In marketing, it helps to focus on how an advertising message may be altered and
influenced by the encoding process of the business, the effects of the
communication channel or medium, noise interference and eventual decoding
by the potential customer.
______________10. Experiences, attitudes, moods, cultural beliefs, social up-bringing, mindset, their
sense of reality and many other factors affect the responses and the message
exchange.
______________11. It explains the process of one-way communication, whereby a sender transmits
a message and a receiver absorbs it.
______________12. It is also known as convergence model which deals with exchange of ideas and
messages taking place both ways from sender to receiver and vice-versa.
______________13. It is considered as a one way process where sender is the only one who sends
message and receiver doesn't give feedback or response.
______________14. It is not just social reality that helps people in the communication process but
communication also shapes self and social reality in return.
______________15. This model proves effective when the receiver interprets the message the way
the sender intended, although this is not always the case due to interference.
18
Ethical Communication
Directions: You are given a two-part scenario. Read carefully each part. After reading
Scenario Part 1, kindly write on Column 2 either Positive or Negative, depending on your
ethical standpoint, and write your justification/explanation on the Column 3 based from your
answer on Column 2. You shall do the same for Scenario Part II. On the fourth column,
kindly indicate your overall impression of the complete scenario and write either Positive or
Negative as your answer. In addition, kindly answer concisely related questions 3 & 4
below. Kindly write your answers on the spaces provided right after the questions. You shall
be graded using a Short Answer Rubric found on the succeeding page.
Scenario Positive or Justification/ Overall

Negative Explanation Impression
1. Part 1 (Initial Information) Positive or Positive or
Negative Negative
You have read a schoolmate’s Facebook post (Choose only (Choose only
one) one)
that she was being private messages in her
Messenger by her classmates criticizing her ___________
behaviour and saying she must change the way Answer
she runs her life. She says the bullies scare her
with their criticism. ___________
2. Part 2 (Additional Information) Positive or Answer
Negative
Your schoolmate who claimed in a Facebook post (Choose only
one)
that she has been bullied thru private messages
in her Messenger was also abusing other ___________
students in the school. Her classmates were Answer
telling her she was wrong. She claimed she was
being bullied to distract from her own
wrongdoing.
3. Do you think that the use of personal social media accounts is ethical when confronting an individual
over a concern/issue? Kindly elaborate your answer.
4. When you make judgement or ethical standpoints for the societal issues you have read online, is
your decision based on what benefits most people even if other people’s rights are compromised or do
you favor the rights-based approach that judgement should be made so long as it does not infringe the
rights of any individual? Kindly elaborate your answer.
19
Short Answer Rubric
Excellent Very Good Good Need Points

Improvement
10-8 7-5 4-2 1
Explanation/ Explanation is Explanation is Explanation is Explanation is not
Justification aligned with the aligned with the aligned with the aligned with the
(Scenario answer in Column answer in Column answer in Column answer in Column
Part I) 2. It provides 2. It provides 2. It provides less 2. However, it
clearly stated some explanation explanation. provides some
explanation and and analysis to explanation
analysis to the the larger /10
larger concepts of concepts of the
the scenario. scenario.
10-8 7-5 4-2 1
Explanation/ Explanation is Explanation is Explanation is Explanation is not
Justification aligned with the aligned with the aligned with the aligned with the
(Scenario answer in Column answer in Column answer in Column answer in Column
Part 2) 2. It provides 2. It provides 2. It provides less 2. However, it
clearly stated some explanation explanation. provides some
explanation and and analysis to explanation.
analysis to the the larger /10
larger concepts of concepts of the
the scenario. scenario.
15-12 11-8 7-4 3-1
Question It provides clear It provides It provides It provides
Number 3 and well-stated sufficient answer somehow insufficient
answer including including a sufficient answer answer with no
a specific example specific example including a example given
with no with 1 general example and with
grammatical grammatical with less grammatical
error. error. grammatical errors. /15
errors.
15-12 11-8 7-4 3-1
Question It provides clear It provides It provides It provides
Number 4 and well-stated sufficient answer somehow insufficient
answer including including a sufficient answer answer with no
a specific example specific example including a example given
with no with 1 general example and with
grammatical grammatical with less grammatical
error. error. grammatical errors. /15
errors.
TOTAL /50
20
Lesson 2
Communication &
Globalization
n2
Depositphotos.com
1. explain how cultural and global issues affect communication; and
2. assess the impact of communication on society and the world.
21
Course Title GPCOM
Credit Unit 3
Lesson 2 Week 2
Module Topic Communication and Globalization

Intended Learning
Outcomes 1. explain how cultural and global issues affect communication; and
2. assess the impact of communication on society and the world.
1. What is communication and globalization and how does it impact the society and
Study Questions the world today?
2. How do cultural and global issues affect communication?
Required Suggested
Lesson 2. Course Module on Purposive  Biber, D. & Conrad S. Register, Genre, and Style.
Communication. College of Arts and Cambridge: Cambridge University Press, 2009
Sciences. University of the Visayas  Mooney, A., Peccei, J.S., La Belle, S, et.al. Language,
Society and Power: An Introduction. 3 rded. London:
Learning Resources
Routledge, 2010
 Article “Flight from conversation”
http://ww.nytimes.com/2012/01/22/opinion/sunday/th
e-flight-from-conversation.html?_r=0
 Video “Connected but alone” in TED talks
https://www.ted.com/tals/sherry_turkle_alone_together
 Video “How social media can make history”
https://www.ted.com/talks/clay_shirky_how_cellphone
s|”_twitter_facebook_can_make_history
 Video “Wiring a web for global good”
http://www.ted.com/talks/gordon_brown
1. Student shall study and learn Lesson 2 on Communication & Globalization. Student
may refer to the suggested and other recommended learning materials indicated in
this Course Study Guide as additional reading resources.
2. While studying and learning the topics in Lesson 2, the student can now start writing
Learning Activity entry two of the Weekly Student Journal based from the given concept “The Impact of
Modern Technologies in our Lives Today.”
Assessment Task 6 (Communicating in a Multicultural Society) and Task 7 (Creating
Global Connections).
Required Output 2. Creating Global Connections: Creating Image
2. Communicating in a Multicultural Society
Assessment Tasks 3. Creating Global Connections
Assessment Tool 1. Student Journal Rubric
22
Introduction
Connecting with people on the other side of the world is now much easier than it was a few
years ago. Satellites, fiber-optic cables and the internet make it effortless to share
information with those in different time zones and locations. Global communication is
directly affected by the process of globalization, and helps to increase business
opportunities, remove cultural barriers and develop a global village. Both globalization and
global communication have changed the environmental, cultural, political and economic
elements of the world.
Many companies today hire employees that are located in other countries. Using
communication vehicles such as video calling make it simple to converse with colleagues
across the globe, almost making it feel as if they are in the same room. Technology also
makes it easier to connect with suppliers and customers all over the world, and to
streamline those relationships through improves ordering, shipment tracking and so on.
With this kind of communication technology, many businesses are able to take advantage of
opportunities in different countries or cities, improving the economic outlook on a global
level.
Thanks to global communications, information itself can be transferred as a valuable

business asset from one country to another. This has the effect of making everyone's
operations more modern and efficient, regardless where they are located.
Fewer Cultural Barriers
Many people perceive culture to be the root of communication challenges. When people
from two different cultures try to exchange information, the way they speak, their body
language or their mannerisms can be interpreted differently by the other person. The way
people approach problems and how they participate in communities is all influenced by
culture. Globalization has made it possible, for example, for someone in Japan to
understand how someone in the U.S. goes about their day. With television and movies,
cultural barriers are becoming less prevalent. Being able to communicate effectively and
frequently with colleagues or friends across the planet helps people understand each other‘s
cultures a little better.
Creation of a Global Village
The term global village was coined by

Canadian communication scholar Marshall
McLuhan. Affected both by globalization
and global communication, the global
village is created when distance and
isolation no longer matter because people
are connected by technology. Wide-spread
telephone and internet access have been
23
life-changing for many people across the world, especially those in developing countries.
Many are now enrolling in universities across the world without having to leave their desk
chair.
Virtual assistant jobs are becoming commonplace, where employees from developing
countries work with companies in North America or Europe, providing administrative support
and other business services that can easily be conducted over the phone or via the internet.
In the Philippines, the Information technology-business processing outsourcing (IT-BPO) is
one of the fastest growing sectors. The IT-BPO industry includes call centers, knowledge
process outsourcing and back offices, animation, game development, software
development, engineering design as well as medical transcription.
Globalization and global communication have made it easier to see people on the other side
of the world as a neighbor, instead of a stranger from a faraway land. There is so much
knowledge about other countries and cultures available online.
Social Media Usage
Kietzmann et al. (2011) have identified seven most important elements of social media
which include sharing, presence, relationships, identity, conversations, reputation and
groups. Primarily, these elements of social media as conceptualized by Kietzmann et al. are
identified in order for analyze people‘s social media activities, their behavior online, as well
as the general social media ecosystem.
 Sharing refers to the extent

to which users exchange,
distribute and receive
information.
 Presence refers to the

extent to which users know if
others are available.
 Relationships refers to the

extent to which users relate to
each other.
 Identity refers to the extent

to which users reveal
themselves.
 Conversations refers to the

extent to which users
communicate with each other.
 Reputation refers to the extent to which users know the social standing of others and
content.
 Groups refers to the extent to which users are ordered or form communities.
24
Communicating in a multicultural society and world
Our world is no longer in

the process of becoming
a global village. We are
linked to people in all
corners of planet earth.
Because of increase of
multiculturalism, diversity
education is occurring on
more and more college
and university campuses.
The practice has its critics
and its supporters.
Whatever our personal
beliefs are, what we can
all acknowledge is that
communication is at the heart of both disputes over the effects of globalization and conflicts
over the importance of diversity education.
Preparing to communicate across culture Virtually every day, we find ourselves in

situations that require us to communicate with persons culturally different from ourselves.
Whether we are aware of it or not, culture influences our communication. According to
researchers, the effectiveness of the United States in the global arena depends on our
ability to communicate competently with people from other culture.
The cost of cultural ignorance The culturally confused pay a high price. In fact, cultural
misunderstandings often lead to lost opportunities and increased levels of tension between
people. In contrast, recognizing and responding to the differences among cultures can allow
for more meaningful relationships. As a result of learning about such differences, you should
be better able to (1) appropriately respond to varied communication styles, (2) recognize
the need to expand your choices as a communicator, and (3) increase the effectiveness of
your interactions with persons of different cultures. In the age of increased global contact,
we need to learn how to communicate effectively with persons culturally different from
ourselves--persons with whom we should still be able to freely share ideas, information, and
feelings to become even more interculturally aware and competent.
Defining intercultural communication Intercultural communication comprises a number

of different forms. Among its many variations are interracial communication (the
interpreting and sharing of meanings with individuals from different races), interethnic
communication (interaction with individuals of different ethnic origins), international
communication (communication between persons representing different nations), and
intercultural communication (interaction with members of the same racial or ethnic group or
subculture as yours).
Cultures and Co-Cultures A culture consist of a system of knowledge, beliefs, values,

customs, behavior, and artifacts that are acquired, shared, and used by members during
daily living. Within a culture as a whole are co-cultures, or subcultures; these are composed
of members of the same general culture who differ in some ethnic or sociological way from
the parent culture. Persons who feel like outsider have a number of options to choose from
25
regarding how they want to interact with members of the dominant group culture or even if
they want to interact with them at all.
26
The following strategies are:
(1) strategy (the means by which co-culture members maintain their cultural identity while
striving to establish relationship with members of the dominant culture),
(2) accommodation strategy (the means by which co-culture members maintain their
cultural identity while striving to establish relationship with members of the dominant
culture,
(3) separation strategy ( the means co-culture members use to resist interacting with
members of the dominant culture). Members of co-culture can practice passive (co-culture
members use avoidance strategies as they seek to have as little to do as possible with the
dominant group’s members), assertive (co-culture members seek to realize their objectives
as well as meet the objectives of those, with whom they interact), aggressive (co-culture
members become “hurtfully expressive” and “self-promoting” and attempt to control the
choices the persons they are interacting with make), or confrontational communication
approaches (co-culture members seek to make dominant culture members hear them, and
react to them by making it impossible for them to ignore their presence or pretend they do
not exist) in their efforts to accomplish their objectives relative to the dominant culture.
Culture guides communication When cultures meet, when we interact with the person
whose values are different from ours or whose behavioral norms differ from our own, we
must first recognize and acknowledge our differences. Ethnocentrism, the tendency to see
our own culture is superior to all other, is a key characteristic of failed intercultural
communication efforts. Cultural relativism is the opposite of ethnocentrism. Cultural
relativism is the acceptance of other cultural groups as equal in value to one’s own.
Taking the demographic picture: diversity in focus Continuing development in

technology and changes in demography are influencing the nature of our interactions. In
fact, living in the United States gives you in incredible opportunity to interact interculturally
without having to pay for international travel. But it hasn’t always been that way. The
United States embraces a melting pot philosophy is the view that different cultures should
be assimilated into the dominant culture. As a result, cultural differences were eradicated as
quickly as possible rather than accepted by the parent culture and allowed to thrive.
Cultural pluralists advocate respect for uniqueness, tolerance for difference, and adherence
to the principle of cultural relativity. Demographers tell us that diversity will shape our
country’s future. It is especially important for us to be able to understand and interact with
person of different backgrounds, nationalities, and lifestyles.
The intercultural communication imperative: reduce the strangeness of strangers

We need to open ourselves to differences by adding to our storehouse of knowledge, by
learning to cope with uncertainty, and by developing an appreciation of how increasing our
cultural sensitivity will positively affect our communication competence.
Exploring cultural differences Three variables used to distinguish cultures:

z(1) individualism versus collectivism, In individualistic cultures cultivate individuals
initiative and achievement, while collectivistic cultures tend to nurture group influences.
While in collectivistic cultures the individual is expected to fit into the group. (2) high-
context versus low context communication, high contrast communication is a tradition-
bound communication system which depends on indirectness. Low contact communication is
a system that encourages directness in communication.
27
(3) high power distance versus low power distance power distances measures the extent to
which individuals are willing to accept power differences. High power distance cultures
based on power differences in which subordinates defer to superiors. In contrast, low power
distance cultures believe that power should be used when legitimate.
(4) masculine versus feminine culture cultures differ in their attitudes about gender roles. In
highly masculine culture, members value aggressiveness, strength, and material symbols of
success. In highly feminine culture, members value relationships, tenderness in members of
both sexes, and a high quality of life.
Interpreting cultural differences When persons from diverse power distance culture
interact, unless these differences in orientation are acknowledged, interaction may well
result in misunderstandings. To extent that we are able to use our understanding of another
culture to reduce the number of misunderstanding between us, we do not interpret the
behavior of others based on our own frames of reference, we take further steps toward
reducing the strangeness of strangers.
Technology and intercultural communication The internet permeates national

boundaries and erodes the now aging connection between location and experience.
Technology and computer networks are changing the traditional definition of a community.
We can use it to compare experiences, find others who share similar interests and concerns,
and elicit information and advice from experts in various countries. But we also need to face
in fact that, in some cultures and religions, technology is considered evil. Some people
asserting that technology was making their lives too complicated.
How to improve your ability to communicate interculturally Having the desire to

relate more effectively with persons of different culture is critical to improving your ability to
communicate interculturally. Also important is exploring the stereotypes you have about the
people from other countries. The following guidelines should help you increase your
tolerance for ambiguity caused decreases your ability to predict their responses:
Refrain from formulating expectation based society on your own culture When those you
interact with have diverse communication styles, it is critical that you acknowledge the
differences and accept their validity Recognize how faulty education can impede
understanding It is important to identify and work to eliminate any personal biases and
prejudices you have developed over the years.
28
The impact of globalization on By Blake Baxter
communication & education
As technology advances, the world is both getting
larger and smaller. Today we are able to communicate
with people across the globe at the touch of a button.
While globalization, or communication between nations
beyond their borders, is an old concept, with the onset
of new technology globalization is impacting the ways
we communicate and learn in fascinating ways. We are
expanding our understanding of fellowship and as we
become more connected, we are deepening our
educational experiences. The rise in the use of the
internet in particular has been incredibly instrumental in
improving the ways in which we connect with one
another.
Because of technologies like the internet, we have the

opportunity to view diverse perspectives that were
outside of our scope before. We are able to fully connect with someone who is thousands of miles
away in real time and the effects are profound. Take two children taking an online math course
together; a child from Texas and a child from Japan for example. These two students are able to share
not only the content of the math class but their cultural perspectives as well. This additional
component is no small detail. That kind of exchange opens up your sense of what parts of the world
are accessible to you, which in turn lays the foundation for an evolved worldview.
Another wonderful benefit of globalization is that the world becomes more accessible and equitable in
general. Search engines, Ebooks, online courses and other virtual education give more people the
ability to learn about subjects that used to require a certain level of income or social positioning.
Information isn’t as restricted and it allows us the opportunity not only to receive information but to
enter into academic spaces and contribute. Globalization creates a space for ideas to transcend
borders and social strata.
When you combine the access to new perspectives with access to previously highly safeguarded
materials, what you get is the opportunity to create brand new worlds. When you can see the world
through new eyes, you have the opportunity to innovate and really develop new educational
opportunities, rethink how and why we communicate and create new systems to do both. We are able
to create a more equitable world when we are all able to come to the proverbial table and share ideas.
SOURCE: https://medium.com/highvibe-network/the-impact-of-globalization-on-communication-education-ready-67524c55cfc2
READING QUESTION!
1. Based from the article above, what does globalization on communication and
education mean to you as a student and how can schools rise to the challenge of
internationalization?
29

the concept “The Impact of Modern Technologies in our Lives Today.” Write your
journal entry on the space provided below. You may also write your own title. Kindly refer to
the Student Journal Rubric in the succeeding page for you to know and understand what the
instructor’s expectation for the journal entry is and how you will be graded.
____________________________
(Title)
30

Content 20-16 15-11 10-6 5-1
Persona 20-16 15-11 10-6 5-1
developed.
Writing 10-8 7-5 4-2 1
usage, and
spelling errors.
Total Points /50
31
Communicating in a Multicultural society

Directions: Identify the answers for the statements below by filling in the gaps provided
before each number. Each correct answer is one point.
____________1. This refers to the increasing economic, political and interdependence of

diverse culture.
____________2. The means why which co-culture members attempt to fit in with members
of the dominant culture.
____________3. A tradition-bound communication system which depends on indirectness.
____________4. This refers to the recognition and valuing of difference.
____________5. A system that encourages directness in communication.
____________6. The means that co-culture members use to resist interacting with
members of the dominant culture.
____________7. This refers to the interaction with individuals from different cultures.
____________8. The tendency to see one‘s own culture as superior to others.
____________9. This refers to the acceptance of other cultural groups as equal to value of
one‘s own.
____________10. This refers to cultures that value aggressiveness, strength, and material
symbols of success.
____________11. This refers to mental images and pictures that guide our reactions to
others.
____________12. This refers to the interpreting and sharing of meanings with individuals
form different races.
____________13. This refers to cultures that value tenderness and relationships.
____________14. This refers to interactions with individuals with different ethnic origins.
____________15. This refers to a positive or negative prejudgment.
____________16. This refers to the lacking of understanding of cultural different.
____________17. This refers to the expansion of dominion of one culture over another.
____________18. This refers to the view that different cultures should be assimilated to the
dominant culture.
____________19. This refers to the adherence of the principle of cultural relativism.
____________20. This refers to a system of knowledge, beliefs, values, customs,
behaviors, and artifacts that are required, shared and used by members
during their daily living.
____________21. This refers to online, surrogate communities.
____________22. This refers to the cultures in which group goals are stressed.
____________23. This refers to groups of persons who differ in some ethnic or sociological
way from the parent culture.
____________24. This refers to the information gap.
____________25. This refers to how globalization affects and merges with local interests
and environmentalists.
32
Creating Global Connections

Directions: This activity enables students to develop an understanding of the connection
they have that extend beyond local boundaries. Create an image that shows your
connection to the rest of the world based on the music you listen to guided by the following
questions. Each answered item is equivalent to two points or a total score of 20 points.
Guide Questions Your Answer
1. What is the origin of the most recent song

or piece of music that you listened to?
(Identify the nationality of the creator/producer

of the music as well as the tradition to which it
belongs.)
2. What is the nationality of the singer?
3. What language does the music use?
4. Who is your favorite international singer?
5. What is the title of your favorite

(international) song?
6. If you could be any musician in the world,

who would you be?
7. What do you think of when you listen to

your favorite music?
8. What technology do you most commonly

use to listen to music?
9. Where is the technology made?
10. Where is the company that owns the

technology based?
33
Lesson 3
Evaluating Messages
frontiersin.org
1. evaluate multimodal texts critically to enhance receptive (listening,

reading, viewing) skills;
2. identify meanings embedded in messages; and
3. develop awareness of audience and context in presenting ideas.
34
Course Title GPCOM
Credit Unit 3
Lesson 3 Week 3
Module Topic Evaluating Messages

Intended Learning 1. evaluate multimodal texts critically to enhance receptive (listening, reading,
Outcomes viewing) skills:
2. identify meanings embedded in messages;
3. develop awareness of audience and context in presenting ideas.
1. How do people perceive media messages?
Study Questions
2. How do evaluated media texts enhance receptive skills?
Required Suggested
Lesson 3. Course Module on Purposive  Audio and/or video clips of various media (e.g. TV
Communication. College of Arts and commercials, movies; newscasts; etc.)
Sciences. University of the Visayas  Texts from newspapers, magazines, journals
Learning Resources
1. Student shall study and learn Lesson 3 on Evaluating Messages. Student may refer to
the suggested and other recommended learning materials indicated in this Course
Study Guide as additional reading resources.
Learning Activity entry three of the Weekly Student Journal based from the given concept “Role of
Social Media in times of Health Crisis.”
Assessment Task 9 (Evaluating Media Text 1) and Assessment Task 10 (Evaluating
Media Text 2).
Required Output 2. Evaluated Messages
2. Evaluating Media Text 1
Assessment Tasks 3. Evaluating Media Text 2
Assessment Tool 2. Evaluating Messages Rubric

35
Introduction
The message is the information being communication by a source to an audience. In verbal

communication, the ultimate objective of the speaker is to send the message to the
listeners as intended. It is always a challenge for the speaker as to how he or she could
deliver the actual message to the audience. On the other hand, written communication
involves any type of message that makes use of the written word. It is essential and
effective when words and phrases are used properly.
The consequences of ineffective communication can be significant, and far-reaching. It is

important that we evaluate the effectiveness of our message by developing and using
strategic questions to identify strengths and weaknesses. In this lesson, we will identify the
qualifies of an effective message, and explore strategies for evaluating our own work.
Why is it Important?
Have you ever been misunderstood, or surprised by a reaction to your message? We are
often poor judges of our own communications. We may be certain of a message, its
meaning and intent, and may assume that the message will be clear to the receiver.
Without guidelines in place, evaluating our own messages may prove to be a subjective
exercise. It is helpful, therefore, to have some objective standards by which to measure
them.
In evaluating a message, there are basically five basic questions to be asked, namely:
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?
1. What is the message?
In rhetorical and communication studies, a message is defined as information conveyed by

words (in speech or writing), and/or other signs and symbols. A message (verbal or
nonverbal, or both) is the content of the communication process.
The originator of the message in the communication process is the sender. The sender
conveys the message to a receiver.
Verbal and Nonverbal Content. A message may include verbal content, such as written
or spoken words, sign language, email, text messages, phone calls, snail-mail, and even
sky-writing, John O. Burtis and Paul D. Turman note in their book "Leadership
Communication as Citizenship," adding: Intentionally or not, both verbal and nonverbal
content is part of the information that is transferred in a message. If nonverbal cues do not
align with the verbal message, ambiguity is introduced even as uncertainty is increased. A
message will also include nonverbal content, such as meaningful behavior beyond words.
This includes body movement and gestures, eye contact, artifacts, and clothing, as well as
vocal variety, touch, and timing.
36
The Message in Rhetoric. Rhetoric is the study and practice of effective communication.
"A rhetorical act," note Karlyn Kohrs Campbell and Susan Schultz Huxman, in their book,
"The Rhetorical Act: Thinking, Speaking and Writing Critically," "is an intentional, created,
polished attempt to overcome the challenges in a given situation with a specific audience on
a given issue to achieve a particular end."In other words, a rhetorical act is an effort the
speaker makes to persuade others of her point of view. In performing a rhetorical act, a
speaker or author creates a message whose shape and form are melded in an effort to
persuade an audience.
The notion of rhetoric dates back centuries, to the ancient Greeks. "Both Cicero and
Quintilian accepted the Aristotelian notion that a rhetorical message [inventio] consists of
the effective use of logical, ethical, and pathetic proof," says J.L. Golden, et al., in "The
Rhetoric of Western Thought." Golden adds that the rhetor who has command of these
three persuasive strategies is in a good position to motivate an audience, according to these
Greek thinkers.
Messages in the Media. Successful

politicians and others have been able to put
forward messages to persuade a vast
audience as to their point of view. Peter
Obstler, in his essay "Working With the
Media" published in "Fighting Toxics: A
Manual for Protecting Your Family,
Community, and Workplace," says: "A well-
defined message has two key components.
First, it is simple, direct, and concise.
Second, it defines the issues on your own
terms and in your own words."
Obstler gives the example of the well-defined message in the slogan used by Ronald
Reagan's presidential campaign in 1980: "Are you better off today than you were four years
ago?" The message was simple and obvious, but it also allowed the Reagan campaign to
control the rhetoric of the 1980 presidential election debate at every turn, regardless of the
nature or complexity of the situation in which it was used. Bolstered by the persuasive
message, Reagan went on to win the presidency by defeating his Democratic rival,
incumbent President Jimmy Carter, in a general election landslide.
Context, Text, and Subtext. In writing tips, we talk about text a lot. But I feel like we
don‘t talk enough about context and subtext in this industry. Both are vital to good
storytelling and often misunderstood or even mixed up. So today I wanted to go over and
define the differences between context, text, and subtext, and explain how they work.
Context. Often when we think of context, we think of things like the date a work was
published, who it was written by, or the climate of the time. But context is very important
within your fictive universe as well. Context in this sense is all the grounding and guiding
information that the audience needs, such as who the characters are, where they are, what
time of day it is, etc. Context can also be any other additional information the audience
needs to interpret and accurately understand what is happening in the story.
37
Text. Text is the easiest one of the three to understand,
because it is what we often focus on the most. The text is
the written part of the story, what happens and what is
stated on the page. It is everything you see that is not
implied. Now, you could look at my example above and
say that I added text–because I did. But in storytelling, I
would argue that story-context is within the text, just as
subtext is–after all, we need to have text in order to have
context or subtext.
Subtext. Subtext is what we mean when we talk about

“reading between the lines.” The “sub” refers to
underlying. It is underneath the text. It is different than
context, in that context helps us interpret and understand
the story, and subtext happens when the story is bigger
than what is on the page. Once the reader has some
stability, some grounding with context, you can make
them a participator in the story through subtext.
2. What is the purpose of the message?
Most media messages serve at least one of three purposes—to educate, to entertain, or to
persuade—and some fulfill all three at once. A blog post, for example, may entertain its
readers but also share some news or promote a cause or product. Always think about the
purpose of a media message before taking it at face value. Also analyze purpose before
sending your own media messages.
To Educate or Inform. The news industry was built on society‘s interest in learning and
keeping up with what is happening in the world. We read newspaper stories, magazine
features, and news blogs; listen to radio broadcasts and podcasts; and watch and listen to
television newscasts, documentaries, and online video tutorials. Media messages that are
meant to educate or inform are typically more neutral and unbiased than messages meant
solely to entertain or persuade. However, be aware of author or organizational bias that
might accompany the message.
To Entertain. Some media messages are packaged to entertain. Music, movies, television
sitcoms, sports broadcasts, and social networks are just a few examples of media that
entertain. Popular entertainment media are especially appealing to advertisers because they
are viewed by large audiences.
To Persuade. As you learned at the beginning of this chapter, a key concept of media
literacy is knowing all media messages share some point of view, even the ones that are
meant to appear objective in tone. While persuasive devices are easy to recognize in
commercials and advertisements, they may be more subtle in other media messages. For
example, a post on a political blog may influence you to think one way by covering only one
side of a story. Media-literate individuals are able to detect bias and always consider
objections or other sides of a story before making up their minds on an issue.
38
3. How is the message conveyed by the text and/or image?
The message is organized for impact by (1) knowing the goal and
purpose, (2) dropping what is unimportant, (3) chuck what
remains, and (4) structure the information for primacy/recency.
In addition, messages are conveyed through redundancy. It is

important to keep in mind that repetition is not redundancy.
Redundancy makes a media content interesting as it improves the
content by way of (a) offering two examples of a concept, (b)
being aware of seductive details, (c) offering. In addition,
messages by text and image can be conveyed through the
concepts of (a) Tell (explain the concept), Show (demonstrate),
Do (apply), and Respond (reinforce/redirect).
4. Who is the target audience of the message?
The communicator is expected to understand a very basic yet important concept of

communication which is the diversity of listeners in terms of their beliefs, intelligence,
characters, dogmas, principles, and views about the topics and issues to be addressed by
the source. It is believed that one cannot always expect the same results from the same
message to different people. Given this scenario, it is important to do research not just
about the topics but also the type of audience to be addressed of and their values. These
values of the audience are considered as the defining factors on how audience will perceive
the message of the speech.
There are audience characteristics which would help speakers improve their speeches and
public - speaking strategies.
 Listener’s educational level. Knowing the listeners’ level of comprehension

through their educational attainments will be a crucial aspect in the entire speech.
Simply knowing your receivers’ educational level will give you enough general hints
as to what they are interested about, the things that they care the most, and the
values they hold dear. This is one background of your audience that will help you a
lot in planning your speech.
 Listener’s age. This is one aspect that

you ought to know before planning the
content of your media content. The age
of your audience will determine the
appropriate words and terms you will
use in your content. How the message
of the media content will be received
and welcomed by your listeners will
always be influenced by their age.
39
 Listener’s gender. It is expected that offending audience shall be avoided at all
times. Thus, you should also be mindful of the people who are listening or seeing the
media content. By observing the type of audience, you have will give you great
advantage especially if your media content is intended to persuade the audience. By
being gender-sensitive in your discourse will give you great advantage in winning the
sympathy and trust of your audience.
 Listener’s profession. The line of work of your audience will also affect how they
interpret and accept the message of your media content. It is expected that you will
have a diverse audience, but you should find a way to collectively address them in a
way that they will understand your message the way you wanted it to be
understood. Citing personal experiences will always be helpful.
Audience-centered Media Content. Typically, the topic of your media content will be
formed based on the type of audience you have. Since the main goal of the content is for
the speaker to deliver the message to the audience, then it is just right that you focus the
central idea of your content with the type of audience at hand. Making your audience the
priority of your media content normally guarantees success in your public discourse. After
all, it is your listeners who will determine the realization of the purpose of your speech.
5. What other ways of presenting the message are there?
In order to create a media content that will have a lasting impact to the audience, it is
suggested that that media contents should:
 Use Your Audience. There‘s no better way to wake up your audience and keep
them engaged than to literally use them in your presentation.
 Incorporate Music, Memes. Do not always rely on the “tried-and-true,” as that can
be a pretty good indicator that everyone is already doing it. Challenge yourself to
illustrate bullet points or guiding concepts in unusual, less literal ways.
 Take the Time to Brainstorm. Expecting to be struck by inspiration in the moment

is like expecting your mom to understand Tinder. Don‘t count on it.
40
Sample Evaluated Media Text
The following is a sample evaluated media text (advertisement) using the guide questions in
evaluating media messages.
Guide Questions Answers

The text illustrates the effectiveness of the skin whitening
1. What is the message of the product “GlutaMAX” when people apply it on them. The
text? advertisement portrays that if people buy and use the whitening
product, it helps you turn your “Kayumanggi” (brown) skin into
white.
2. What is the purpose of the The goal of the advertisement is to catch the attention of women
message? who wish to have a fairer and whiter skin, and in the process, to
let people buy and choose the “GlutaMAX” product. In addition,
its intention is to appeal to women on the concept of
“overrepresentation of lighter-skinned Filipina” that you would
only look “beautiful,” at least in the Philippines, if you have fairer
skin.
3. How is the message It is conveyed by depicting a “before and after” concept. The
conveyed by the text and/or “before” is a photo of a woman who used to have a brown skin
the message? while the “after” is a photo of the same woman who, upon using
“GlutaMAX,” now has a fair skin. It rides on the alleged anti-
brown sentiment by some people.
4. Who is the target audience The target audience of the advertisement are the brown-skinned
of the message? Filipina who wish to have fair skin and those who believe on the
concept that having fair skin equates to beauty.
5. What other ways of The whitening company could use other ways of advertising their
presenting the message are products that do not diminish or disparage the beauty of
there? “Kayumanggi” skin which is innate among Filipino and other
Asian race. They could simply put the fair version of the model
rather than depicting her previously brown skin. They could also
capitalize on written testimonial which is less controversial.
41

the concept “Role of Social Media in times of Health Crisis.” Write your journal entry on
the space provided below. You may also write your own title. Kindly refer to the Student
Journal Rubric in the succeeding page for you to know and understand what the instructor’s
expectation for the journal entry is and how you will be graded.
____________________________
(Title)
42

Content 20-16 15-11 10-6 5-1
Persona 20-16 15-11 10-6 5-1
developed.
Writing 10-8 7-5 4-2 1
usage, and
spelling errors.
Total Points /50
43
Evaluating Media Text #1

Directions: Evaluate the Tide detergent advertisement using the guide questions in
evaluating texts/messages. Kindly refer to the Rubric in the succeeding page for you to
know and understand what the instructor’s expectation for the journal entry is and how you
will be graded.

1. What is the message of
the text?
2. What is the purpose of

the message?
3. How is the message

conveyed by the text and/or
the message?
4. Who is the target

audience of the message?
5. What other ways of

presenting the message are
there?
44
Evaluating Messages (Texts/Images) Rubric
Exemplary Proficient Developing Beginning Points

Content 10-8 7-5 4-2 1
Covers topic Includes Includes some Includes little
completely by essential essential essential
answering the information in information in information in
evaluation answering the answering the answering the
questions vis-à- evaluation evaluation evaluation
vis the image. questions vis-à- questions vis-à- questions vis-à-vis
Includes properly vis the image vis the image. /10
cited sources and with most
complete sources properly
information. cited. Includes
Encourages enough
readers to know elaboration to
more. give readers an
understanding of
the topic.
Organiz 10-8 7-5 4-2 1

ation Excellent Organized Adequately Disorganized; little
organization; effectively but organized; coherent structure;
clear topic could be refined/ needs better confusing.
sentences; tightened a bit division between
transitions (better topic ideas.
between ideas are sentences,
handled well transitions, etc.) /10
Writing 5 4 3 2-1
usage, and
spelling errors.
Total Points /25
Partly adapted from the Multimedia Project Rubric developed by Caroline McCullen, Instructional Technologist, SAS inSchool, Cary, NC http://www.SASinSchool.com
45
Evaluating Media Text #2

Directions: Evaluate the Bureau of Internal Revenue advertisement on proper payment
of taxes showing “a doctor piggybacking on a school teacher” using the guide questions in
evaluating texts/messages. Kindly refer to the Rubric in the succeeding page for you to
know and understand what the instructor’s expectation for the journal entry is and how you
will be graded.

1. What is the message of
the text?
2. What is the purpose of

the message?
3. How is the message

conveyed by the text
and/or the message?
4. Who is the target

audience of the message?
5. What other ways of

presenting the message
are there?
46
Evaluating Messages (Texts/Images) Rubric
Exemplary Proficient Developing Beginning Points

Content 10-8 7-5 4-2 1
Covers topic Includes Includes some Includes little
completely by essential essential essential
answering the information in information in information in
evaluation answering the answering the answering the
questions vis-à- evaluation evaluation evaluation
vis the image. questions vis-à- questions vis-à- questions vis-à-vis
Includes properly vis the image vis the image. /10
cited sources and with most
complete sources properly
information. cited. Includes
Encourages enough
readers to know elaboration to
more. give readers an
understanding of
the topic.
Organiz 10-8 7-5 4-2 1

ation Excellent Organized Adequately Disorganized; little
organization; effectively but organized; coherent structure;
clear topic could be refined/ needs better confusing.
sentences; tightened a bit division between
transitions (better topic ideas.
between ideas are sentences,
handled well transitions, etc.) /10
Writing 5 4 3-2 1
usage, and
spelling errors.
Total Points /25
Partly adapted from the Multimedia Project Rubric developed by Caroline McCullen, Instructional Technologist, SAS inSchool, Cary, NC http://www.SASinSchool.com
47
Lesson 4
Communication for Work
Purposes
incorp.asia
1. create clear, coherent and effective messages appropriate to the

audience, purpose and context;
2. formulate ideas using appropriate language, registers, tone, facial

expressions, gestures; and
3. select creative and appropriate modalities and technologies to

accomplish communicative goals.
48
Course Title GPCOM
Credit Unit 3
Lesson 4 Week 4
Module Topic Communication for Work Purposes

1. create clear, coherent and effective messages appropriate to the audience,
purpose and context;
Intended Learning
2. formulate ideas using appropriate language, registers, tone, facial expressions,
Outcomes
gestures; and
3. select creative and appropriate modalities and technologies to accomplish
communicative goals.
1. How do people perceive media messages?
Study Questions
2. How do evaluated media texts enhance receptive skills?
Required Suggested
Lesson 4. Course Module on Purposive  Abrams, R. Successful Business Plan: Secrets and
Communication. College of Arts and Strategies. Redwood, CA: Planning Stop. 2010
Sciences. University of the Visayas  Adler, R., Elmhorst, J.M., & Lucas. Communicating at
Work: Strategies for Success in Business and the
Learning Resources
Professions. NY:McGraw Hills, 2012.
 Lehman, C. & Dufrene, D. Business Commucation.
Mason, OH: South-Western Cengage Learning, 2011.
 Searles, G. Workplace Communication: The Basics.
6thed. Boston: Allyn & Bacon, 2014
1. Student shall study and learn Lesson 4 on Communication for Work Purposes which is
the last part of your Course Module. Student may refer to the suggested and other
recommended learning materials indicated in this Course Study Guide as additional
reading resources.
entry four of the Weekly Student Journal based from the given concept “Personal
Learning Activity Experience on the Modular Learning Mode.”
Assessment Task 12 (Writing Application Letter) and Assessment Task 13 (Writing
Resume).
Required Output 1. Student Journal Entry 1

2. Application Letter
Assessment Tasks 3. Resume
2. Writing Application Letter Rubric
Assessment Tool 3. Writing Resume Rubric

49
Introduction
There are five major purposes of workplace communication: to inform, to express feelings,
to imagine, to influence, and to meet social expectations. Each of these purposes is
reflected in a form of communication. Personnel can develop their self-esteem, creativity
and commitment if they are able to communicate clearly using the exact medium of
communication appropriately employs by the organization. The communication materials in
a workplace are emails, text message, memo, voicemails, notes, reports, etc. These are the
medium of transmitting information between one person or group and another person or
group in an organization.
Communication Types and How to Improve Each One
 Verbal (In-Person) Communication. Whenever possible, use face-to-face

communication in the workplace to eliminate many of the misunderstandings that
can occur. Speaking directly with someone in person allows both of you to see and
hear the bigger picture. As you or your team member speaks, you can see each
other's facial expressions and body language. The emphasis on focusing on one
another and the conversation promotes a feeling of value and credibility. You may
think it will take longer for you to leave your office and walk to the other end of the
building to speak face-to-face with someone. But having one quick conversation
rather than a multitude of emails can actually make it more efficient in the end.
 Body Language & Facial Expressions. As mentioned above, your body language
and facial expressions play a vital role in how effective or ineffective you are at
communicating with staff members. Eye contact makes people feel acknowledged as
they talk and listen. A relaxed stance with your arms by your sides encourages
employees to feel comfortable in a meeting. If you rehearse what you're going to say
before a meeting, do so in front of a full-length mirror so you can see if what your
body language says matches up with your words. Employees will receive your words
more positively if your facial expressions and body language don't put them on edge
or the defensive.
 Phone Conversations. Use of the phone is a common part of most every business
day. Some people enjoy talking to team members by phone. Others dislike it so
much that they put it off until the last minute. If the staff you lead is remote and
spread out throughout the state, country or world, the phone will be a vital
communication tool. You can positively impact the effectiveness of your phone
communication by doing three simple things. Smile while you talk (in an appropriate
conversation, of course); it sounds silly, but it gives your voice a friendlier tone.
Take notes before the conversation and use them to ensure you cover all points.
Finally, speak clearly and slowly so your words are understood.
 Written Communication. Emails, memos and notes are common forms of written
communication. Of all four communication styles, this is the one that can lead to the
most misunderstandings. People often read between the lines or feel that there are
implied messages or emotions in written forms of communication. In a workplace
situation, this should and can be avoided. Before you send an email to your
employees, distribute a memo or post an important notice on the staff bulletin
board, have an objective pair of eyes read it first. A business coach or mentor can
50
look over your written communication and and provide constructive criticism and
helpful suggestions.
The importance of strong communication runs deep within a business. Below are varied
reasons you should be paying attention:
 Team Building. Building effective teams boost communication confidence of every

team member. This, in turn, will improve morale and employee satisfaction.
 Gives everyone a voice. Having a voice and being listened to, whether it be in
regards to an idea or about a complaint they need to make would create smooth
relationship. Well established lines of communication should afford everyone, no
matter their level, the ability to freely communicate with their peers, colleagues and
superiors.
 Innovation. Employees can openly communicate their ideas without fear of ridicule
or retribution they are far more likely to bring their idea to the table. Innovation
relies heavily on this which encourages communication is an innovative one that
contributes healthy production.
 Use Presentations. It is easy to grasp information using visual presentation like

power point presentation. This will give the employees an opportunity to get certain
things clearer for better understanding.
 Growth. Communication can be viewed both internally and externally. By being

joined up internally and having strong lines of communication you are ensuring that
the message you are delivering externally is consistent. Any growth project relies on
strong communication and on all stakeholders, whether internal or external, being on
the same wavelength.
 Strong Management. When managers are strong communicators, they are able to
manage their teams. The delegation of tasks, conflict management, motivation and
relationship building (all key responsibilities of any manager) are all much easier
when you are a strong communicator. Strong communication is not just the ability to
speak to people but to empower them to speak to each other – facilitating strong
communication channels is the key.
 Open Meeting. This refers to a kind of forum that every team member can see,
hear, and feel what you are saying.
 Communication via Training. Training should be tailored towards communicating

certain information, specially, when it‘s part of their career growth.
 Use Simple Words. It means avoid ambiguous words. Use only words that can be
easily understood by all employees. Use appropriate tone of voice- the tone of your
voice in the exchange of communication must be appropriate to avoid conflict, and
misunderstanding.
51
Writing Business Letters Effectively
Business Writing is a type of written communication with standard structure and style. It
addresses the needs of specific audiences and has writing style and lists for a particular
topic that concerns business. Effective written messages are results of observance to
principles, rules of action or conduct, general truths and guidelines in writing.
Advantages of Written Communication

 Written messages can be edited and revised several times before they are sent so
that the content can be structured to maximum effect like facts and figures.
 Written communication is a kind of reference or evidence that provides a permanent

record and can be saved for later study.
 Written forms of communication enable recipients to have more time to review the
message/s and provide appropriate feedback.
 Written forms of communication that reach to all types of people: rich or poor,
professional or unprofessional, young or old, and enable or disable.
 Good writing skills lead to increase of customer/client satisfaction; improve inter-

organizational efficiency; and enhance image in the community and industry.
Elements to Consider Before Writing A Business Document
The Purpose. This will serve as the direction, the reference, and the path of your details.
This will set the tone, the style, and structure of your letter. This is your message and your
goal. Defining your purpose will set things right at the very beginning. For example, if your
purpose is to excite and invite the employees to join the annual talent contest of the
company as a team-building effort, you cannot bore them with long paragraphs explaining
how the activity will help boost their productivity, write too formal sentences, or use heavy
office or work jargon. The purpose tells you to keep your lines light yet still professional, use
bullets, and add an exclamation point or two at the end of the memo.
To determine how the document will appear, it is only critical to ask yourself first if your
purpose is to inform, persuade, argue, invite, confirm information, make an inquiry, ask for
approval, reject or approve, propose or suggest.
The Audience. Another significant step in order to make an impact on your audience is to
know them. For example, if you simply send a letter to employees about attending a
conference on a Sunday and reiterating that it is a requirement, a portion of your workforce
might resume to work with worries in their heads because they have religious obligations to
meet on Sundays. If you can tailor your letter without touching any religion, culture or
sensitive issue in an uncomfortable way, work would be much smoother and solidarity
among the people will remain intact.
The four types of business communication stated below are conceptualized by Barbie
Carpenter of Demand Media, a digital marketing agency:
 Results-Oriented Communication. This type of correspondence encourages people,

especially those in the office, to take actions or follow specific instructions. An example of
52
this is a memorandum with the weekly goals of a team. It is expected to be motivational
to produce solid results.
 Informational Communication. Some documents are eyeing a goal, but some are
simply to inform the audience. For example, an e-mail can be about a change in a policy, a
help manual for a particular program or facility, or changes in the organizational structure.
These papers are expected to be clear to avoid misinterpretation.
 Negative Communication. There are inevitable events in the workplace that may not
be pleasing to everyone. Writing about them requires careful planning. ―For example, a
human resources specialist might have to write a letter about a layoff or severance
package. In this type of communication, the writer should use a firm but empathetic tone
and write succinctly to provide essential information in a direct manner.‖
 Persuasive Communication. This refers to proposals or applications for a government

grant, funding, or partnership. Lines should be convincing and positive to make an
impression and hook the recipient to consider or act on the plan.
Business Letter Styles
 Full-Block Letter Style.
It is the most formal of all letter

styles. Every line is left justified.
The dateline is placed two to six
line spaces below the last line of
the heading or letterhead. The
inside address placement varies
depending upon the length of the
letter. A common spacing is four-
line spaces below the date line.
The salutation is placed two lines
below the attention line (if an
attention line is provided).
The first line of the body is placed

two lines below an attention line
or two to four lines below the last
inside address line. When using
full block, the paragraphs are
single spaced, with a double
space between paragraphs. (This
style is vigorous, with subject line
and open punctuation)
53
 Modified-Block Letter Style.
All text is aligned to the left

margin except for the writer‘s
address, date, complimentary
closing, and signature.
The paragraphs are not indented.

The writer‘s address, date,
complimentary closing, and
signature are usually indented
three inches from the left margin
but can be set anywhere to the
right of the middle of the page as
long as all three elements are
indented to the same position.
 Modified Semi-Block Letter

Style.
It is frequently called modified

semi-block letter because it is
slightly less formal modification
of full block format. This letter
style places the date line in
alignment with, or slightly to the
right of the dead center. Another
option for placing the date line in
semi- block is flush right.
Similar to full block, the semi-

block places the inside address,
salutation, and any end notations
flush with the left margin.
However, unlike full block, each
body paragraph of semi-block is
indented five spaces. The
complimentary close and
signature block are aligned under
the date.
54
 Simplified Letter Style.
Simplified format, unlike full block and semi-block, has fewer internal parts. This format is
also the most widely used format in professional correspondence. It is focused and
professional without unnecessary formality.
Simplified format places all internal parts in left alignment; however, the traditional
salutation is replaced with an all-caps subject line that is also placed flush with the left
margin. Body paragraphs are left aligned and single spaced within and double spaced
between. In simplified style, the writer‘s name and title, if necessary, are aligned with the
left margin and typed in all caps at least five spaces below the last line of the body or
message of the letter.
Parts of the Letter
 Heading (Letterhead).
It is the part that contains the name of the institution represented by the writer. The
corporate name and business address appear on this part.
 Date (Date Line).

It specifies the day when the letter was written not when the document was mailed.
 Inside Address.
This contains the name, position, business name and business address of the
addressee. The letter sender should ensure that they include the correct name, title
and position of the letter receiver. This advice sprung from grim experiences
encountered by some letter senders whose letters were refused by addressees for
the failure of the former to include significant information in the inside address like
complete name and proper title or position.
 Salutation.
This refers to greetings of the letter that provides a courteous opening. This is used
with all letter styles except the Simplified letter style, and it is typed flush with the
left margin, two lines below the attention line if there is one. The first letter of the
first word of the salutation is capitalized, as are the first letters of the addressee‘s
courtesy title and surname.
If the standard punctuation pattern is being followed in the letter, the salutation is
followed by and colon, and if open punctuation is being observed, the salutation is
unpunctuated. Only in informal, personal correspondence is the salutation followed
by a comma.
The salutation ― To Whom It May Concern‖ should be used only when the writer is
unaware of either the person or the organization to whom he is writing, as when
addressing a group known to consist of both male or female officers is to write –
Ladies and Gentlemen or Dear Sir or Madam – although the latter expression has
become less popular in recent years since the use of Madam in a letter to unmarried
55
woman may offend her, and when a letter is addressed to an all-female organization;
Ladies or Mesdames.
 Body of the letter.

It refers to the text of the message, usually the longest part of the letter.
 Complimentary Close.
The farewell part of the letter signals the ending of the message. The best
complimentary closing are: Very truly yours, Very sincerely yours, and Very
respectfully yours.
General Tone and Degree of Formality
 Highly formal-used in diplomatic, governmental, or ecclesiastical correspondence to

show respect and deference to a high ranking addressee.
(Respectfully yours, Respectfully, or Very Respectfully)
 Polite Neutral-used in general correspondence.

(Very truly yours, Very truly, or Yours truly)
 Friendly and less formal- usually used in general correspondence.

(Most sincerely, Very sincerely, Sincerely yours, Yours sincerely, Sincerely)
 More friendly or Informal- often used when writer and reader are on a first name
bases but also often used in general business correspondence .
(Most cordially, Yours cordially, Cordially yours, or Cordially)
 Most friendly and informal- usually used when writer and reader are on a first name
bases.
(As ever, Best wishes, Regards, Best regards)
 Subject Line.
It states the topic that is further spelled out in the body of the letter Re (in reference
to) is used to follow-up or reiteration of previous memorandum. But subject is
generally preferred.
 Attention Line.
This part of the letter follows the inside address. The name mentioned immediately
after the attention line is the final receiver of the letter. The letter is only coursed
through the person mentioned in the inside address.
Coursing the letter to the inside addressee means that he is superior to the person
mentioned after the attention line and therefore as a matter of protocol should know
official matters communicated to his subordinates. Once the inside addressee
received the letter and forwards the same to his subordinates, he has likely attested,
consented or approved the purpose of the document. A letter using an attention line
comes from other organization or outside party not connected with the office of the
addressee.
56
 Reference Initial.
This is an acronym, initial, code of all or any of the writer, dictator or encoder of the
letter. They severally take administrative responsibility as regards the veracity and
the content of the letter. This is usually indicated below the signature block.
 Copy Furnish Notation.

This shows that a copy of the letter is being sent to another person other than the
addressee. In most instances, a person is furnished a copy a letter for reference and
information. Formerly, this part was called a carbon copy notation (cc:), because
letters were replicated through the front most paper directly touched by the printer.
At present, a copy furnish notation (cf:) may be used as technology in the office
offers affordable replication by machine.
 Enclosure (or Inclosure).

This part serves as a reminder to the receiver that an additional material is in the
envelope. This may also be called attachment, so some writers may use enclosed as
stated or attached as stated.
 Postscript (or PS Notation).

This part of the letter must be indicated to re-emphasize an important message and
not to call attention to some information the writer has forgotten to state in the body
of the letter.
 Through Line.
This part appears in the letter if the sender is a subordinate who writes to a person
higher in position than his immediate superior. It is a protocol that communications
should pass through channels represent the hierarchy of a system, the persons who
should have the knowledge regarding the content of any letter communicated to any
persons in the higher levels of an organization.
 Addressee Line (“To” Line).

In memorandum, this part states the person whom the communication is addressed,
similar to the inside address in a letter.
 Sender Line (“From” Line).

It contains the position only of the person who issued the memorandum as shown
above. The name only of the sender appears after the body.
 Notation Line.
It is indicated below the signature block which means that the instrument is made
known or consented by a person higher in rank than the sender. The word NOTED
means that the person who should note the letter noted it personally. NOTED BY
means that the letter is noted by a person who is authorizes to note but not the
actual person who should note it. The letter sender and the person who noted the
letter are jointly accountable for the content of spirit of the document.
57
The Application Letter
Application Letters give you an opportunity to make a strong impression on an employer. It

is your way of marketing your skills-it can explain who you are and what you can do for
them. When writing an application letter, remember that you probably have competition.
Your audience is a professional who screens and hires job applicants-someone who may
look through dozens or even hundreds of other applications on the day she receives yours.
The immediate objective of your application letter and accompanying résumé is to attract
this person‘s attention. Your ultimate goal is to obtain an interview. As you write your
application letter, be sure to complete the three tasks: catch the reader‘s attention
favorably, convince the reader you are a qualified candidate for the job, and request for an
interview.
Classification of Application Letters
1. Solicited letter (Invited) is a type of an application letter that is a written

response to an advertised job.
 The employer expects and

welcomes the application.
 There is a job.
 Job statements will
sometimes state the job‘s
selection criteria.
Recruitment consultants
often place the ad and
often give you very few
details about the job or
employer
 Selection criteria give you
the information to write
relevant information to
show that you will fit in
with the company /job.
 When the company name
is revealed you have the
opportunity to research
and demonstrate your
knowledge about the
company/ industry.
 An advertised position
gives you the chance to
call and speak to the
person who has the power
to employ you.
 There will be higher level
of competition for the
position.
58
2. Unsolicited Letter (Uninvited) is a type of an application letter that you initiate to tap
into non-advertised jobs based on some clues on job openings from the other people or
based on some clues on the writer‘s belief of a possible opening in the company. It is known
as unsolicited letter.
 Uncover hidden jobs.
 It may lead to an
interview or a referral
to another
company/job.
 Demonstrate ability to
research the name of
the appropriate person
in the company and
details of the company/
industry.
 The employer will not

be inundated with
these applications and
your application may
receive a thorough
reading.
 The letter is uninvited.
 It will receive little

attention unless you
provide a good reason
for reading it.
 There may be no job

available.
The Résumé
A résumé is a summary of your qualifications for employment. It lets your reader know
what type of position you are seeking and highlights your education, experience, and skills
and other relevant information. A résumé is a picture of you in words and may be the only
information a potential employer has to determine whether or not you will be interviewed.
However, it is more than just a listing of credentials or special talents in reverse

chronological order. Preparing one is a very much like planning to write a persuasive essay.
Every résumé has a target audience (the employer/s who will use it to evaluate you as a job
candidate) and a purpose (to convince the employer/s that you are worth interviewing for a
specific job). The document begins with a rhetorical context.
59
Three Formats of a Résumé
1. Chronological Format. It summarizes your education and work experience starting

with the most recent and working backwards in time. It works well for candidates
who have experience in their field of employment and for those who show steady
career growth.
2. Functional Format. It highlights your skills and accomplishments rather than

working your history. It list things you are good at and the things you have
accomplished near the top of the page , and then summarizes the jobs or volunteer
position you have held near the end. It is effective when you do not have a lot of
work experience or none at all, switching field of industries, or if you have had an
inconsistent work history.
3. Combination format. It combines functional and chronological résumé styles. It

focuses on work experiences, education as well as skills. An applicant that has well
rounded background in these three areas would benefit from combination résumé.
Electronic Résumé
This résumé format allows you to make your information electronically friendly. There are
two basics versions of the Electronic résumé:
1. Plain Text.This version will allow you to insert résumé into an email or to cut and
paste it into online application forms.
2. Scannable. Employers are using electronic résumé format to select prospective
candidates through a process that involves scanning all résumés submitted into a
résumé management system database. They will then run a search of all résumés
that use keywords that are related to the position they are recruiting for.
Preparing Your Electronic résumé

1. In creating a résumé, you are not developing a different résumé. All your
information will basically stay the same.
2. You must insure that your résumé will be recognized through the scanning
process.
3. To increase your chances for success, consider the following suggestions:
 Use keywords that highlight specific skills, abilities, and qualifications( a
well written, well prepared résumé will already contain many of the
necessary keywords)
 Alter your margins, use of 65 characters per line
 Use basic font and font size ranging from 10-14 points
 Do not use underline, italics, script or graphics
 Avoid using columns
 Always list your name at the top, followed by your contact information on
a separate line
 Place your name at subsequent pages
 Leave sufficient spacing
 Use white paper
 Send an original ink jet or laser copy of your résumé than a photocopy or
faxed version
 Do not fold or staple your résumé
60
Sections (What to include in your) in your Résumé:
 Main Heading. You should begin with your name, address, and contact numbers:
cellphone and landline, and email address. You should not include the word résumé;
it is like putting the word letter above correspondence.
 Career Objective. You need to include career objective only when applying for
specific, targeted position. Omit a career objective , especially if your preparing an
all-purpose résumé, and omit career objective on the résumé but include it in the
application letter, when it can be tailored to a specific position.
 Education. You should include the name and location of your school, dates of
attendance, major fields of study, and degrees received. You can include certificates
earned, seminars attended, and workshop completed. If your education is
incomplete, include such statement B.S. degree expected March 2016 or 80 units
completed in 120-unit program.
 Work Experience . If your work experience is significant and relevant to the

position sought, this information should appear before education. You list down your
most recent employment first and work backward, including only those jobs that you
think will help you win the targeted position. For each position show the following:
 Employer‘s name, city, and state
 Dates of employment
 Most important job title
 Significant duties, activities, accomplishments, and promotions.
 Capabilities and Skills. You list down your special skills, such as Proficient in
preparing correspondence and reports using word. You include your ability to use
computer programs, office equipment, foreign languages, or sign language.
 Language Skills (optional). If you speak more than one language, then you
should consider including language skills. Make certain that you accurately represent
your skill level for both written and verbal
 Award and Honors (optional). These include scholarships, academic honors such
as Dean's List , and any other awards or special recognition you have received (such
as Employee of the Month)
 Activities and Interests (optional). List down the student organizations,

professional associations, committees, and community involvement that you are a
member of. You can also list down your personal interests such as music, sports, and
the arts, especially they pertain to your career interest. You may want to avoid
including religious activities or those representing extreme political views.
 Member Associations (optional). If you belong to organizations that are relative

to the industry or job you are applying for, then you can choose to include these in
your résumé. The general rule is, include this section if you feel it will strentghten
your application.
 References (optional). A reference is someone who knows you well and can
discuss your job-related qualification and skills with a potential employer. Someone
61
knows you well through a job, class or organization. Someone knows you from
different perspectives and can make a positive statement about your skills, your
work habits, and other qualifications. Many employers will want a list of your
references, including addresses and phone numbers. Some employers may request
letters of recommendation from your references or have a special form they want
completed by your references. You will need at least three references as a recent
college graduate.
Three Main Kinds of References:
 Professional References provide the potential employer with specific

work habits and abilities.
 Academic References- a professor in your major can attest to your
knowledge base and study habits.
 Personal References- they are not usually recommended unless the
potential employer specifically asks for them. These references usually
include friends, neighbors, or other acquaintances who know you well
and understand your values, morals, and integrity.
Sample Résumé
JUANA P. DELA CRUZ

Barangay Kamagayan, Cebu City
Contact # 0900-009-0099
[email protected]
____________________________________________________________________________________
CAREER OBJECTIVE:
A multi-talented Media Communication graduate with strong public relations, writing and project
management skills, seeking to jumpstart career with an entry level position at a radio/TV company.
PERSONAL INFORMATION
Date of Birth : December 25, 2000

Place of Birth : Cebu City
Gender : Female
Civil Status : Single
Nationality : Filipino
Languages : English, Filipino, Cebuano
EDUCATIONAL BACKGROUND
2016 -2020 Bachelor of Arts in Communication (Media)

University of the Visayas – Main Campus
Corners D. Jakosalem and Colon Streets, Cebu City
2012 -2016 Secondary Education

62
2006 -2012 Elementary Education
WORK EXPERIENCE
Summer 2019 Public Relations Specialist (Intern)

Global Media Corporate Communications, Inc.
Brgy. Suba, Cebu City
2016-2018 Part-time TV Production Assistant

Technical Company, Inc.
Brgy. Kamagayan, Cebu City
SUMMARY OF SKILLS
 Customer Service Skills
 Computer Proficiency Skills
 Organized with excellent multi-tasking ability
 Ability to work in a team environment
 Ability to speak and write using the following languages: English, Filipino, Cebuano
AWARDS
 Class Salutatorian, Elementary Education
 Class Salutatorian, Secondary Education
 Cum laude, AB Communication (Media)
INTERESTS
 Singing, Cooking, Reading and Writing
MEMBERSHIP
 Member, Cebu Association of Mass Communication Students
REFERENCES
Dr. Juan P. Reyes
Chair, Dept. of Media Communication
University of the Visayas
Contact Number: 0900-000-0000
Mr. Jose P. Dela Cruz

Senior Operations Supervisor
Technical Company, Inc.
Brgy. Kamagayan, Cebu City
Mr. Luzviminda Vismin

Internship In-Charge
Global Media Corporate Communications, Inc.
Brgy. Suba, Cebu City

63
the implementation of Modular Learning Mode of the University of the Visayas particularly in
your subject Purposive Communication for the First Semester, Academic Year 2020-2021.
Write your journal entry on the space provided below. You may also write your own title.
Kindly refer to the Student Journal Rubric in the succeeding page for you to know and
understand what the instructor’s expectation for the journal entry is and how you will be
graded.
____________________________
(Title)
64

Content 20-16 15-11 10-6 5-1
Persona 20-16 15-11 10-6 5-1
developed.
Writing 10-8 7-5 4-2 1
usage, and
spelling errors.
Total Points /50

65
Writing Application Letter
Directions:
1. Look for a job advertisement from a newspaper, magazine, or from the Internet
websites. Choose one that suits your qualifications now or upon your graduation.
2. Cut out/print that advertisement together with the qualification stated, the source,
and the date when it was published or posted. Paste the cut out on a short bond
paper.
3. Write your application letter on a letter-size (short) white bond paper based from
that advertisement you have found.
4. Full-Block Letter Style in writing your application letter.
5. Kindly refer to the Rubric below for you to know and understand what the
instructor’s expectation for the journal entry is and how you will be graded
66
Application Letter Writing Rubric
Exemplary Accomplished Developing Points

Opening 10-8 7-4 3-1
Paragraph The opening paragraph The opening paragraph The opening paragraph
arouses the interest of is poorly written or is is poorly written and is
the employer by stating missing one of the missing more than one
why you are interested required elements: why of the required
in the organization, you are interested, elements
names the specific job specific job, where you
applied for and states heard of the job. /10
where you heard of the
job.
Middle 10-8 7-4 3-1
Paragraph The middle paragraph is The middle paragraph is The middle paragraph
neatly written and poorly written and does is poorly written and
creates a desire for an not create a desire for does not make the
employer to know more the employer to know employer want to meet /10
about you. It emphasizes more about the student the individual,
the resume pointing out or does not emphasize emphasize the resume
achievements and the resume. and does not refer to
qualifications that meet the job
the job description.
Closing 10-8 7-4 3-1
Paragraph The closing paragraph The closing paragraph There is no closing
paves the way for an leaves the employer paragraph.
interview by offering to unsure if the applicant /10
call in the future. would like an interview
or does not offer to call
in the future.
Writing 10-8 7-4 3-1
Skills Sentences are fluent and Sentences are usually Sentences are
effective. Very few errors controlled. There are generally adequate.
in mechanics, minor errors in There are lapses in
punctuation, and word mechanics, mechanics, /10
usage. punctuation, and word punctuation, and
usage. grammar.
Layout 10-8 7-4 3-1

The letter is organized. The letter is missing 1 There is no apparent
It includes all of the of the required organization to the
required components in elements or the letter. It is missing /10
the correct order with component are not in multiple components.
the correct spacing the correct order.
between elements.
Total /50
67
Writing Résumé
Directions: :
1. Write your résumé on a letter-size (short) white bond paper.

2. When writing your résumé, make sure that you based it from the application letter
you made on Assessment Task No. 12.
3. Follow the format on résumé writing as discussed in the Course Module.
4. Include the required sections in the résumé such as Main Heading, Career Objective,
Educational Background, Work Experience and include as many optional Sections as
you can.
5. Kindly refer to the Rubric below for you to know and understand what the
instructor’s expectation for the journal entry is and how you will be graded
68
Résumé Writing Rubric
Exemplary Accomplished Developing Points

Opening/ 10-8 7-4 3-1
Intro Includes complete Includes less info on Includes missing info
name, address, name, address, such name, address, /10
telephone, email, telephone, email, telephone, email,
mailing address mailing address mailing address
Career 5-4 3-2 1
Objective Objective is focused, Objective is less Objective is not /5
targeted, and concise focused, targeted, and focused, targeted, and
concise concise
Educational 10-8 7-4 3-1
Background Education section Education section Education section
emphasizes relevant somehow emphasizes poorly highlights
coursework and what relevant coursework relevant coursework /10
degree student expects and what degree and what degree
to attain. Education is student expects to student expects to
listed chronologically attain. attain.
and all institutions
/degree info is listed.
Work 10-8 7-4 3-1
Experience Work experience Work experience Work experience does
includes job titles, somehow includes job not include job titles,
locations, list of duties titles, locations, list of locations, list of duties
or accomplishments. duties or or accomplishments. /10
Work experience accomplishments. Work Work experience
included is most experience included is included is most
relevant to job target most relevant to job relevant to job target
target
Other 5-4 3-2 1
Sections At least 3 or more At least 2 sections are At least 1 section is
(Skills, sections are included included included
Awards, /5
Interests,
References)
Format 5-4 3-2 1
1-2 pages; Balanced, 1 page; Somehow 1 page; Poorly
white space, good font balanced, white space, balanced, white space,
choices, pleasing design good font choices, good font choices, /5
pleasing design pleasing design
Grammar 5-4 3-2 1

and No spelling errors; No With some spelling With many spelling
punctuation grammatical errors; errors; Some errors; Many
Word processing grammatical errors; grammatical errors; /5
mechanics are perfect Word processing Word processing
mechanics are good mechanics are poor
Total /50
69
References
Abulencia, Efren F and Aban, Clarita A. Fundamentals of Speech Communication. Sampaloc, Manila:
Rex Book Store, Inc., 2009.
Alcantara, Rebecca D. & Espina, Felicidad P. Technical Writing for Filipino Students. Quezon City:
KATHA Publishing CO., Inc., 2010
Aquino, Gaudencio V. Essentials of Research and Thesis Writing. Quezon City: Phoenix Publishing
House, 1972.
Andrews, James R. Public Speaking: Principles into Practice. New York: Macmillan Publishing
Company, 1987.
Bailey, Kathleen M. Practical English Language Teaching: Speaking. New York City: McGraw-Hill, 2005.
Baraceros, Ester L. Business Correspondence. Quezon City: Rex Book Store, Inc., 2000.
Baran, S.J. (2002). Introduction to Mass Communication. New York: McGraw Hill.
Baugh, Sue L. How to Write First-Class Letters: The Handbook for Practical Letter Writing. USA: NTC
Business Books, 1995.
Beebe, Steven A. and Beebe, Susan J. Public Speaking: An Audience-Centered Approach. 6th Ed.
Boston, M.A.: Pearson Educational, Inc., 2006.
Egipto, Joel Joseph L. Writing Business Letters. Manila: Rex Book Store, Inc., 2005.
Farol, Honesto. Effective Business Correspondence. Manila: University Book Supply, Inc., 1987.
Griffin, Cindy L. Invitation to Public Speaking. Canada: Thomson Learning, Inc., 2004.
Guffey, Mary Ellen. Essentials of Business Communication. 4th edition. Ohio, USA: South- Western
College Publishing, Inc., 1998.
Gupit, Fortunato Jr. Elements of Public Speaking. 3rd Ed. Quezon City: Rex Printing Company, Inc.,
1986.
Malaya, Jonathan and Uychoco. Arnell. Hit the Podium! Sampaloc, Manila: Rex Book Store, Inc., 1999.
Roach, Peter. English Phonetics and Phonology. 4th Ed. Cambridge, U.K: Cambridge University Press,
2009.
3G e-Learning. Basic Communication Skills. United Arab Emirates: Replika Press Ptv. Ltd., 2014.
Nordquist, Richard. (2019, June 7). Definition and Examples of Language Varieties. Retrieved from
https://www.thoughtco.com/language-variety-sociolinguistics-1691100
Images
 https://www.rappler.com/nation/52716-bir-ad-campaign-backfires
 http://onlinewritingteacher.blogspot.com/2012/11/rubric-for-evaluating-message-board.html
 https://www.allaboutediscovery.com/2018/07/ethical-information-gathering-when-using-social-media/
 https://www.smbadvisors.com/capabilities/knowledge-management/insights/ethical-communication-the-basic-
principles#header-1
 https://medium.com/@tasanoff/fake-news-in-modern-news-media-disinformation-misinformation-and-
malinformation-e4fdfa2ab571
 http://www.agora.stevenpressfield.com/free-stuff/
 https://medium.com/highvibe-network/the-impact-of-globalization-on-communication-education-ready-
67524c55cfc2
 https://depositphotos.com/86430206/stock-photo-global-communication-globalization.html
 https://www.vectorstock.com/royalty-free-vector/multicultural-society-group-of-different-people-vector-
10802921
 https://www.energeticcity.ca/2017/03/multicultural-society-aims-create-dialogue-interaction-among-every-
culture/
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70

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Purposive

College of Arts & Sciences

Communication Processes, Principles and Ethics

Communication and Globalization

Communication for Work Purposes

Course Developer Dr. Ramie L. Bulaybulay, Jr.

Content Experts Dr. Ramie L. Bulaybulay, Jr.

Language Editor Dr. Aileen C. Costas

Design/Media Specialist Ms. Jedidiah K. Singco

III. Course Syllabus

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

1. understand the importance of communication in society;

2. know the principles and processes of communication as embodied in

3. relate the communication models to students’ experiences and apply

4. apply ethical communication principles and practices.

Module Topic Communication Processes, Principles and Ethics

Prepared by: Reviewed by: Approved for use:

DR. RAMIE L. BULAYBULAY DR. AILEEN C. COSTAS DR. RAMIE L. BULAYBULAY

Processes & Principles of

Communication is a wide-ranging phenomenon with so many definitions owing to the

Verbal Communication. The basis of communication is the interaction between people.

 Remember to become aware of what you are saying.

 Problem-Solving Style is rational, objective, unbiased, and bland.

 Sign Language is the most basic element of communication. A sign is a symbol. A

 Sender. In a speech communication

 Decoding. It is the process of interpretation of an encoded message into understandable

Basic Models of Communication

 Interactional Model of Communication. This model was introduced in 1948 by Claude

 Intrapersonal Communication. It is a type of

 Public Communication. In this type of

 Mass Communication. It is a type of

Various characteristics of communication are essential to uphold the integrity of

 advocate truthfulness, accuracy, honesty;

Communicating online is one of the guaranteed freedoms under a democratic society. In

Here are some tips on how to be ethical online:

My Weekly Student Journal #1

NOTE: This rubric will be rated by your Instructor only!

Exemplary Accomplished Developing Beginning Points

__________________1.Meeting with five classmates to make research paper.

Scenario Positive or Justification/ Overall

NOTE: This rubric will be rated by your Instructor only!

Excellent Very Good Good Need Points

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

1. explain how cultural and global issues affect communication; and

2. assess the impact of communication on society and the world.

Module Topic Communication and Globalization

Prepared by: Reviewed by: Approved for use:

Thanks to global communications, information itself can be transferred as a valuable

Fewer Cultural Barriers

Creation of a Global Village

The term global village was coined by

Social Media Usage

 Sharing refers to the extent

 Presence refers to the

 Relationships refers to the

 Identity refers to the extent

 Conversations refers to the

Our world is no longer in

Preparing to communicate across culture Virtually every day, we find ourselves in

Defining intercultural communication Intercultural communication comprises a number