Reviewer for GE5-Purposive Communication

 INTRODUCTION TO COMMUNICATION

PURPOSIVE COMMUNICATION - focuses on writing speaking and presenting to a different

audiences for various purposes in which the five skills of communication are studied (listening,
speaking, reading, writing and viewing).
Objectives of Purposive Communication
 To listen, comprehend, critique, and respond to live recorded conversations.
 Speak in public with confidence.
 Explain extended texts in their own words using examples and other aids to bolster their
explanation.
 Write texts ranging from simple report to a full length technical or research paper.
 Prepare an audio-visual or web-based presentation on an assigned topic.

COMMUNICATION
-derived from the Latin word “Communis" which means to share.
-a two-way process wherein the message in the form of ideas, thoughts, feelings, opinions is
transmitted between two or more persons with the intent of creating a shared understanding.
-an act of conveying intended information and understanding from one person to another is called as
communication.
COMMUNICATION PROCESS
Sender: The sender or the communicator is the person who initiates the conversation and has
conceptualized the idea that he intends to convey it to others.
Encoding: The sender begins with the encoding process wherein he uses certain words or non-
verbal methods such as symbols, signs, body gestures, etc. to translate the information into a
message. The sender’s knowledge, skills, perception, background, competencies, etc. has a great
impact on the success of the message.
Message: Once the encoding is finished, the sender gets the message that he intends to convey.
The message can be written, oral, symbolic or non-verbal such as body gestures, silence, sighs,
sounds, etc. or any other signal that triggers the response of a receiver.
Communication Channel: The Sender chooses the medium through which he wants to convey his
message to the recipient. It must be selected carefully in order to make the message effective and
correctly interpreted by the recipient. The choice of medium depends on the interpersonal
relationships between the sender and the receiver and also on the urgency of the message being
sent. Oral, virtual, written, sound, gesture, etc. are some of the commonly used communication
mediums.
Receiver: The receiver is the person for whom the message is intended or targeted. He tries to
comprehend it in the best possible manner such that the communication objective is attained. The
degree to which the receiver decodes the message depends on his knowledge of the subject matter,
experience, trust and relationship with the sender.
Decoding: Here, the receiver interprets the sender’s message and tries to understand it in the best
possible manner. An effective communication occurs only if the receiver understands the message in
exactly the same way as it was intended by the sender.
Feedback: The Feedback is the final step of the process that ensures the receiver has received the
message and interpreted it correctly as it was intended by the sender. It increases the effectiveness
of the communication as it permits the sender to know the efficacy of his message. The response of
the receiver can be verbal or non-verbal.

TYPES OF COMMUNICATION
A. Verbal Communication
-Is an exchange of information using words including both the spoken and the written word. The most
important aspects of verbal communication are
• language
• pacing
• intonation
• clarity and brevity
• timing and relevance
-It refers to the form of communication in which message is transmitted verbally.
-It is done by word of mouth and a piece of writing
-In verbal communication remember the acronym "KISS" (keep it short and simple)
TWO TYPES OF VERBAL COMMUNICATION
1. Oral Communication
-Spoken words are used. It includes face-to-face conversations, speech telephonic conversation,
video, radio, television, voice over internet
-Communication is influence by pitch, volume, speed and clarity of speaking.
Advantages of Oral Communication
-It brings quick feedback. In a face-to-face conversation, by reading facial expression and body
language one can guess whether he/she should trust what's being said or not
Disadvantages of Oral Communication
-In face-to-face discussion, user is unable to deeply think about what he is delivering, so this can be
counted as a fault.
2. Written Communication
-In written communication, written signs or symbols are used to communicate.
-Message can be transmitted via email, letter, report, memo, etc.
-it is the most common form of communication being used in business.
Advantages of Written Communication
-Messages can be edited and revised. It can provide record and backup.
-It enables receiver to fully understand it and send appropriate feedback
Disadvantages of Written Communication
-It doesn't bring instant feedback. It takes more time in composing a written message as compared to
word-of-mouth and number of people struggles for writing ability.
B. NONVERBAL COMMUNICATION
-Is the sending or receiving of wordless messages. Such as gestures, body language, posture, tone
of voice or facial expressions.
-It is all about the body language of the speaker.
ELEMENTS OF NONVERBAL COMMUNICATION
Appearance Speaker
-clothing, hairstyle, neatness, use of cosmetics
-surrounding like room size, lighting, decorations and furnishing
Body Language
-facial expressions, gestures, postures
Sounds
-voice, tone, volume, speech rate
NON-VERBAL COMMUNICATION
1. Eye Contact - Eye contact conveys a sense of sincerity.
- Eye contact establishes a connection between persons
2. Body Posture/ Language - Distinction among others
- Impressive Personality
- Beneficial for Health
3. Gestures - can be anything or the movements of the any party of the body to tell the other person
about a thing without using words.
-It is used to placed words, or help us to increase understanding of what is being said.
4. Physical Appearance - Physical Appearance simply means traits or features about your body.
- The first thing you see when you look at someone could be their hair,
clothes, nose, or figure. 
5. Oculesics - Study of eye movement, eye behavior, gaze and eye related nonverbal
communication, including the eye contact, blinks, widening the eyes, raise the eyebrows, and pupil
dilation
6. Haptics/Touch - Haptics is any form of interaction involving touch.
- It can refer to Haptic Communication, the means by which people and other animals
communicate via touching.
- The process of recognizing objects through touch.
7. Proxemics (Spatial) - It deals with the amount of space that people fed it necessary to set
between themselves and others.
- How close we stand to someone, whether we touch them, and how comfortable we feel.
- Different cultures have different comfort level of distance.

Intimate – 0-0.46m or 0-1.5ft

Personal – 0.46-12m or 1.5-4ft
Social – 1.2-3.7m or 4-12ft
Public – 3.7m+ or 12ft+

 COMMUNICATION FOR VARIOUS PURPOSES

1. INFORMATIVE COMMUNICATION – is one in which the speaker relays knowledge to an

audience on a specific topic.
TYPES OF INFORMATIVE COMMUNICATION
 BY CONTENT
a. Information about Objects
-talk about something tangible or demonstration of new things that can be touched or seen.
b. Information about Processes
 -discuss of a process that is in progress that will yield to distinct outcome. Topics such as aging,
learning to do multiplicity of tasks.
c. Information about Events
-deliberate on anything worthy and notable that took place such as beauty contest or election.
d. Information about Concepts
 -tackle on ideas, beliefs, theories and principles that will bring into new perspective.
 BY PURPOSE
a. Information description
-speak about straightforward information as you describe what you want to convey through a word
picture manner.
b. Information on Explanation
-talk to clarify concepts and ideas that have been known by many.
b. Information or Instructions
-demonstrate in a logical manner the training programs of a new model or operations in an office.
2. ARGUMENTATIVE COMMUNICATION - -Is stating a position of an issue reflecting views, needs,
and beliefs accompanied with themselves.
Being ASSERTIVE
-assertive people stand up in appropriate ways that are direct and honest and do not violate another
person’s rights.
-assertiveness includes refusal to be intimidated.
3. PERSUASIVE COMMUNICATION - persuasion is the process of motivating someone, through
communication, to change a particular belief, attitude or behavior.
CHARACTERISTIC OF PERSUASIVE COMMUNICATION
- Persuasion is not coercive
- It allows the viewers and readers to think constructively and to act differently.
- -It does not force individuals to accept the issue   right away.
- PERSUASION is usually incremental
- It is a process where the individual presenting has   to establish goals and expectations.

a. BY TYPES OF PROPOSITION
Proposition of Fact 
-talks an issue having two or   more angles with conflicting testimony and   the viewers or readers are
required to know   and select truth.
Proposition of Value
-discusses about truth and   falsity of the issue.
Proposition of Policy 
-allows a step beyond the   queries of fact or value that will require an   action or a policy.
b. BY DESIRED OUTCOME
Convincing
-happens when one needs to   persuade the viewers or readers need to   change by giving them time
to think and   feel the situation.
Actuating
-takes place when one needs to   move the viewers or readers to a specific   behavior.
c. BY DIRECT APPROACH
Direct Persuasion
-demonstrates the clear purpose   of the writer to the target audience by   stating it right away.
Indirect Persuasion
-disguises or hides the intention   of the writer through a sense of   only hinting the issue.

Noise
•What is Noise in Communication?
A broad definition of noise in communication is something that keeps a receiver from completely
comprehending a message. Distractions can inhibit
A person from offering his undivided attention and may keep him from fully grasping what you are
trying to say. These disturbances guarantee that the receiver will either misinterpret your information
or not understand it at all.
Types of Noise
1. Physical Noise - is any sort of outside communication effort by someone or something, for
example a loud noise that interrupts or distracts you.
2. Physiological Noise - physical issues interfere with our ability to communicate. An example would
be if you were too sick to listen to a talk you were attending.
3. Psychological Noise - is the different biases and predispositions that can unconsciously shape
how we interpret messages.
4. Semantic Noise - is the interference during the construction of a message, as when your
professor uses unfamiliar words.
5.
Linguistic Noise
- occurs when grammar or technical language is used that the receiver (the decoder) cannot
understand, or cannot understand it clearly. It occurs when the sender of the message uses a word or
a phrase that we don't know the meaning of, or which we use in a different way from the speakers.

 COMMUNICATION MODELS

In this lesson, students will be exposed to the different ways of looking at communication. It
should give the students a good understanding of why communication should be studied at the
tertiary level. And the potential of such o course in helping them transform themselves and their
society. It includes communication models that students can use in the future, and may explain why
communication tasks in the past have either failed or succeeded. It is a good introduction to the
different processes, principles, and dimensions of communication that students should be aware of,
when they start communicating in the academe and the professional world.
“The art of communication is the language of leadership”. It is a mistake to believe that
communication is a simple processes although people communicate with one another every day, real,
question is whether the ideas one has expressed are truly understood by another. Communication
breakdowns happen in every part of the globe and these have led to a plethora of problems. Effective
communication can breach peace, spark revolutions, and affect change in government. However, to
communicate properly, one cannot simply strive to express oneself and leave Understanding to fate;
one must also learn how to organize one’s thoughts, control one’s emotions, use one’s words to
articulate concepts and arguments, and express oneself in the best way possible.
The art of one’s communication reflects the art of one’s thinking. One of the major proponents
of The New Rhetoric, In teaching writing, we are not simply offering training in a useful technical skill
that is meant as a simple complement to the more important studies of other areas. We are teaching
“a way of experiencing the World, a way of ordering and making sense of it”.
When it comes to all the language skills essential in communication, whether this is in writing,
reading, listening, or speaking. They are tools that help us analyze, critique, and negotiate with the
world. To construct ideas and bring people to believe in one’s vision, it is important to be able to
communicate in an effective, articulate manner. On a personal level, honing one’s communication
skills can also bring about SUCCESS to one’s personal and professional life.
To lead nations or corporations, communication skills are essential. To work smoothly as a
team, communication is indispensable. And to create a vision that people will believe in, one needs to
learn how to communicate purposefully in today’s society.
COMMUNICATION MODELS
One way of thinking about communication processes is by looking at the different
communication models available. Model seeks to show the main elements of any structure or process
and the relationship between-these elements... it helps in explaining by providing in a simplified way
information which would otherwise be complicated or ambiguous. Explaining the Nature of
Communication the different communication models as follows Aristotle, Shannon -Weaver,
Schramm, and White.
The earliest model comes from Aristotle at around 5 B.C. In this model, Aristotle explains that
speakers should adjust their messages according to their audience and the occasion to achieve a
particular effect. Let us apply this to a modern example. After the Japanese attacked Pearl Harbor on
December 7, 1941, then US President Franklin Roosevelt delivered a stirring speech to declare war
on Japan on December 8 The speaker; in this case, was US President Franklin Roosevelt and his
speech was crafted especially for the occasion, filled with strong words that were crisp and straight to
the point. The occasion was the US President’s response to the attack on Pearl Harbor; the main
audience was the US Congress; and the effect was to persuade members of Congress to declare war
on Japan, which they did, with only one dissenting vote. These components of speaker, speech,
occasion, audience, and effect should be considered when communicating one’s message.

Shannon-Weaver’s Model of Communication

The Shannon-Weaver model was created by Claude Shannon and Warren Weaver. According
to the website Communication Theory.Org, in 1948, Shannon and Weaver wrote an article in the Bell
System Technological Journal entitled “A Mathematical Theory of Communication. This is also often
called the “Telephone Model” since it was developed because of the technology of the telephone and
the experience of “Noise” coming from the switchboard. The sender would be the person giving the
message, while the encoder would be the transmitter which converts the message into signals. Let us
use the modern example of the mobile phone. With our modern example, the encoder would be the
cellphone, and the sender, of course, would be the person calling. The decoder, on the other hand,
would be the reception place of the signal which converts signals into message, which is why in
modern parlance, when there is “no signal” there is difficulty in decoding the message. The receiver
would be the destination of the message by sender which would be the person who is being called—
and when there are problems, or “Noise” that interferes with the message, then the receiver would
give feedback, which is usually phrased as “choppy” when the message cannot be heard because of
the signal. The messages are transferred through the use of a channel; in the case of the telephone,
the channel would be the cables, while in the case of the cellphone, the channel would be
radiofrequencies.
This model can also be used in other situations, and can tell us how the message may
sometimes get lost because of the noise, which can be physical or psychological, and how feedback
is an essential component of communication to ensure that the message is successfully received.
On the other hand, when it comes to Schramm’s model of communication, there are two
primary models involved. The first one is built on the theories of Osgood, which is why this is also
known as the Osgood-Schramm model.

In this model, pay attention to the role of

the interpreter. Encoding and
decoding are not automatic processes
both go through the filter of the interpreter.
Therefore, the message may succeed
or fail, based on the interpreter’s
appreciation of the message. There are
times when the sender and receiver may apply
different meanings to the same message,
and this is termed “semantic noise”. His
second model, on the other hand, builds this
theory about the interpreter into the different fields of experience of the sender and the receiver.

For the message to reach the receiver, there must be a common field of experience between the
sender and the receiver. Although receiver might not fully appreciate all the nuances of the as there
are parts of the sender’s experience that the receiver has no knowledge of, the receiver may still
understand the core meaning of the message. This field of experience constitutes “culture, social
background, beliefs, experiences, values, and rule”.

The last model is Eugene White’s Stages of Oral Communication According to White, it is
possible to begin at any of the stages outlined in his model. People are under the mistaken
impression that when we communicate, we usually start with thinking, but that is not necessarily the
case. Since it is a circular model, it means that oral communication is a continuous process with no
real beginning or end. The most important contribution from Eugene White’s model is the concept of
feedback, which can only be processed by the speaker if he or she has been monitoring the audience
or the listener. Hence, the speaker must also pay attention to the listener’s verbal and non-verbal
cues.
In conclusion, communication is not a simple process that starts with the speaker and ends
with the listener—there are many factors that should be considered, when it comes to the message,
how the message is organized and what field of experience it comes from should be taken into
consideration. When it comes to the sender, the best communication is the one that involves
feedback. Furthermore, there are several kinds of “noise” that may severely affect the reception of the
message and thus, should be considered and avoided. Cultural differences, technology, and
interpretation need to be considered as well. To be good communicators, one needs to pay attention
to how people are responding to the message, and adjust accordingly, rather than being preoccupied
with simply expressing oneself.

 COMMUNICATION ETHICS
It is important to understand that whatever we communicate should be guided by certain
ethical principles. The US National Communication Association (NCA 1999) discusses this in their
Credo for Communication, stating that, “Ethical communication is fundamental to responsible
thinking, decision-making, and the development of relationships and communities within and across
contexts, cultures channels, and media. Moreover, ethical communication enhances human worth
and dignity by fostering truthfulness, fairness, responsibility, personal integrity, and respect for self
and others. We believe that unethical communication threatens the quality of all communication and
consequently the well-being of individuals and the society in which we live.
In their Credo, therefore four ethical principles of communication that are especially relevant
for students today.
Firstly, they “advocate truthfulness, accuracy, honesty and reason as essential to the integrity
of communication”. Nowadays, social media and speeches in public have been so filled with black
propaganda and whitewashing that there is a call to reiterate the need for truth and honesty. It is
important to be accurate when we communicate, and to have facts and figures to prove our
assertions. It is important to be reasonable, rather than to be too emotional or threatening when we
communicate.

Secondly, the NCA also endorses “freedom of expression, diversity of perspective, and
tolerance of dissent to achieve the informed and responsible decision-making fundamental to a civil
society”. In certain political climates, people may feel threatened to the point that they no longer feel
that it is safe to express what they feel or think. This is not a good environment to live in. We fully
agree with the NCA that to have a vibrant democracy, we must be able to hear different perspectives
and have a high tolerance for views that are different from ours. It is important to foster an
environment where people feel safe enough to express what they think and feel, and for these
expressions to be met with reasonable in dialogue and debate, rather than outright censure or
violence.

Thirdly, the NCA states that they “condemn communication that degrades individuals and
humanity through distortion, intimidation, coercion, and violence, and through the expression of
intolerance and hatred”. This condemnation is important because it safeguard society from racism,
sexism, and violence against oppressed peoples History has shown us that a tolerance for hate
speech. As well as speeches that incite violence and the act of killing, have often instituted such as
violence in society, whether this is in the context of slavery, colonialism or misogyny.

Lastly, the NCA states that communicators should “accept responsibility for the short and long-
form consequences of our own communication and expect the same of others”. All too often, there
have been people who do not feel accountable for their actions. Therefore, if one risks to
communicate maliciously, spread false news, or incite hatred or violence, he or she should be ready
to face the consequences of such actions. States are beginning to realize this, especially in the
porous medium of social media.
Everytime we communicate, we should consider the consequences of our actions. If people
were more responsible in their use of communication, there would be less conflict in this world. Even
though the four principles above are short and concise, they are important, because they help us
discern the difference between ethical and unethical communicators.

 COMMUNICATION AND GLOBALIZATION

Globalization has affected us in numerous ways. Airfare has become cheaper, and one can
travel internationally more than one could in the past. Many Filipinos have decided to work or live
abroad, with some of them migrating to other countries. The free trade of goods and services all over
the world has brought multinational companies and foreign investors to our shores. Because of all of
these factors, it is imperative to be aware of the differences between our culture and the rest of the
world’s cultures.
Because of the advent of the Internet, the world seems to be shrinking continually. One can
communicate internationally in a matter of seconds, whether one is sending an email, chatting in
social media, or sending a text message. One can read about different cultures, and have access to
films, academic papers, and the like from countries around the world, and vice versa. Given this
increasingly shrinking world, one should know the difference between the kind of English that we
write and speak, and the kind of Englishes that exist outside of the Philippines.
World Englishes
David Crystal begins the first chapter of the book English as a Global Language with the
assertion that English is, in fact, the global language. After giving various examples to support this
statement, he questions the assertion by asking, “What does it mean to say that a language is
global”. In asking this, he considers the implications of English having this status, especially for its
many users who speak different mother tongues.
In The Story of English, Robert McCrum et al. (1986) discuss the Success story of the rise of
English. They also provide a variety of examples that demonstrate the global presence of English.
The questions that follow help the reader explore the implications of the language’s wide reach.
The rise of English is a remarkable success story. When Julius Caesar landed in Britain nearly
2,000 years ago, English did not exist. Five hundred years later, English, incomprehensible to modern
ears, was probably spoken by about as few people as currently speak Cherokee—and with about as
little influence. Nearly thousand years later, at the end of the 16th Century, when William
Shakespeare was in his prime, English was the native speech of between 5 and 7 million
Englishmen, and it was, in the words of a contemporary, of small reatch, it stretcheth further than this
iland of ours, naie not there overall.
 The emergence of English as a global phenomenon—as either a first, second or foreign
language—has recently inspired the idea (undermining the above claims) that we should talk not of
English but of many Englishes, especially in Third World countries where use of English is no longer
part of the colonial legacy but the result of decisions made since their independence. Throughout the
history of English there has been a contest between the forces of standardization and the forces of
localization, at both the written and the spoken levels. The appearance of the first substantial English
dictionaries in the 18th Century was a move towards written standardization. It was Victorian England
that realized the idea of “the Queen’s English”, a spoken standard to which the lesser breeds could
aspire, the industrial revolution meant roads canals and, above all, trains: People traveled more, both
geographically and socially. The pressures of class ambition speeded the emergence of a standard
form of English speech.
It is now a more widely accepted fact that there are many World Englishes, sometimes referred
to as “varieties of English” used in the world. All are equal in the sense that each is best suited to the
communication needs of its speakers. However, not all are equal in prestige. Some varieties are more
prestigious than others-because of social attitudes about the speakers of these varieties. For
example, in the social variety of English called African American English (AAE) used by many (but not
all) African Americans in different regions of the USA, certain features such as “g-dropping” words like
readin (reading), walkin (walking), and singin (singing) are stigmatized. This process of stigmatization
follows a regular pattern whereby the social practices, especially speech, of dominated groups, such
as African Americans, are treated as abnormal by those dominant groups who are in charge of
defining normal. Some scholars, like Ruanni Tupas and Rab use the term unequal Englishes to focus
discussions of the unequal ways and situations in which Englishes are arranged, configured, and
contested. It is important for writers from a postcolonial context such as the Philippines, which has a
conflicted historical relationship with English, to be aware of the political forces—not just economic
ones—guiding their use of the language.
The two most well-known varieties of English are those of the colonial superpowers: British
English and American English. But there are many multilingual countries around the world in which
varieties of English have developed. This may be because English was initially transported to that
country by English-speaking settlers—as in the United States, Canada, Australia, and New Zealand.
It could also be that English may have been brought to that country as a language of conquest by
English- speaking colonizers—as in South Africa, Hong Kong, Malaysia, Singapore, and the
Philippines. In the latter countries, English has a particular role as official language, medium of
instruction, or even language of law and government/English is also studied as a foreign language in
some non-English speaking countries, such as Holland and Yugoslavia, as mentioned earlier by
McCrum, and in Korea and Japan. In these countries, there is less exposure to English, and it is often
learned for career progression because it is the language of international business.
As mentioned earlier, all of these World Englishes are equal in functionality, but not all are
equal in prestige. The idea, however, in writing, is to adhere to the Standard English of one’s country
because each variety, including those of the United States and United Kingdom, has its own peculiar
or individual features. These features include differences in spelling, punctuation, favored words and
expressions, and sometimes, grammatical constructions. The table that follows gives an example of
some of these differences for American English and British English.
Thus, two English speakers—one from the US and the other from the UK—may become
confused when encountering the other’s unfamiliar accent and word choices in a conversation and
when seeing different spelling and punctuation conventions in writing.
Philippine English—as-yell, has its unique and idiosyncratic usages. For example, Comfort
room is a Philippine term for washroom, toilet, or lavatory. When Filipinos say, there traffic, they mean
there’s heavy traffic. Moreover, the word salvage in the Philippine context can mean either to save or
to brutally murder, usually for political reasons. Matthew Sutherland, who writes about Philippine
English from an Englishman’s perspective talks about the expression “for a while”, which he says
baffles foreigners because the expression does not exist outside of the Philippines. The UK’s
equivalent, he says, is “just a second” “just a moment”. Similarly, Sutherland notes that “for a while” is
frequently used in the Philippines on the telephone, whereas in the UK the more typical expression
would be “hold on” or “hang on”. Importantly, he mentions that these British idiomatic equivalents
would be just as baffling to those unfamiliar with these usages. Filipinos might, in response to being
told to “hang on”, may very well ask, and “Hang on to what?”
Sutherland also notes that “every English-speaking nation has its set of English phrases and
idioms; English is equally idiosyncratic in, India, Jamaica, Zimbabwe, or Singapore”. In other words,
there is no wrong way of speaking English as long as those who speak it understand each other. In
fact, Sutherland says, “The many versions of English spoken around the globe merely serve to make
English an even richer tongue”. However, the fact that all varieties of English have individual or
peculiar usages is why it is important—in the context of academic and professional writing—to follow
a standard. This standard advocates the use of a consistent spelling and punctuation system. It also
avoids colloquial and informal usages, eschewing these in favor of more widely understood uses or
explaining such usages for the reader if it becomes necessary to use them in writing.
The label for this variety is Standard English or—depending on the region—Standard
American English, Standard British English, or Standard Philippine English. This is defined as
consisting of the conventional vocabulary and usage of educated speakers and writers of English. To
use this kind of English means to follow a spelling or punctuation system that is consistent with the
prescribed standard. For example, Standard Philippine English follows Standard American usages for
spelling, punctuation, and the formatting of dates. In terms of grammar and diction, Standard English
does not include slang, vulgarisms, regionalisms, and other constrictions that are considered...
unorthodox by those seeking a language acceptable to a general audience. In general, then, writers
should avoid local idioms, expressions, and constructions like those examples mentioned, and
essentially, to use words that will be clearly understood by English speakers from any region of the
world.
In summary, in everyday speech and informal contexts, one is free to use his or her own
variety of English. However, in more formal writing contexts, one should be able to identify which
features of this variety may not be understood by other speakers of English and to use alternative s
that will be understood by a wider audience.
Culturally Sensitive and Bias-Free Language
Just as important as awareness of the existence of World Englishes is that of practicing
cultural sensitivity. To write in a culturally sensitive way means to be aware that cultural differences
and similarities between people exist and that these should not be assigned a positive or negative
value via words and descriptions selected in writing. Academic and professional writings are
characterized by bias-free language.* Students, scholars, professionals, and anyone wishing to
maintain harmonious communicative relations should be careful in using words and phrases that do
not discriminate against particular groups, whether in terms of race, ethnicity, gender, social class,
age, and disability. The essential point is to communicate in a way that is respectful of diversity.
Here are some general principles to follow when referring to different groups or categories.
1. Race and Ethnicity
Racism is a form of discrimination against a person or persons of a different race. In general, it
is best to avoid identifying people by race or ethnic group. Race is an emotionally charged topic, so it
is best to tread carefully with the language used and to refer to race, as asserts in English for the
Professions, “only if it is relevant to what you have to say”. Words that reinforce stereotypes and that
imply all people of a particular race or ethnic group are the same should be avoided, for—-2 example,
although the assessment is positive in the sentence “Naturally, the Asian students won the math
contest”, the word “naturally” reinforces the stereotype or generalization that Asians have superior
aptitude in math.
Next, one must be attuned to the current terminology by which racial and ethnic groups refer to
themselves. This may be done by reading national newspapers and watching television news, which
typically are good indicators of current and preferred, one should refer to a group by the term it
prefers, which means some research is required to find out about acceptable and preferred terms.
For example, for a long time, Native American has been considered the politically correct term for the
indigenous peoples of the Americas, over the label Red Indian. But today, most Native American
people prefer to be referred to by their specific nation or tribe. In the Philippine context, there have
been shifts in the preferences for terms that Filipinos of Chinese ancestry use to describe their
identity: from Tsino, to Chinoy, to Filipino Chinese.
It is also important to be sensitive to religion when referring to various ethnic groups.
Assumptions should not be made that stereotype a race nationality, or ethnic group with a specific
religion. For example, not all Arabs are Muslims, not all Indians are Buddhists, and not all Filipinos
are Roman Catholics.
2. Gender and Sexual Orientation
Sexism refers to the prejudice and discrimination based on sex or gender. To be inclusive of all
people in general references, one should favor gender-neutral words and phrases over gender-
biased words. For example, rather than man-made, one Can say manufactured. Synthetic, or
artificial. Instead of layman terms, one can use ordinary terms. Neutral words should also be Chosen
over words with man and woman in job titles or descriptions. For example, it is more appropriate to
use chairperson in place of chairman, flight attendant in place of stewardess, and labor in place of
manpower. One should also avoid sexist terms like woman lawyer and male nurse and simply use
lawyer and nurse. Pronouns may also be gender-biased, for example, when the masculine he
pronoun is used as a generic one for both genders. Gender-biased pronouns can be avoided by (a)
dropping pronouns that signify gender and restating the sentence, (b) changing to plural construction,
and (c) replacing masculine or feminine pronouns with one or you. Examples of alternative gender-
neutral constructions are provided here.
Gender-biased example: Each student should submit his term paper by Monday.
Restatement each student should submit a term paper by Monday.
Plural construction Students should submit their term papers by Monday.
Use of & YOU should hand in your term paper by Monday.
Other gender-related terms may have to do with gender orientation or sexual orientation. It is
important to be sensitive to new attitudes about homosexual, transsexual, and transgender people.
For example, most gay people prefer the term gay to the more clinical homosexual as a label.
Lesbian is currently the term preferred by gay women. Transgender people prefer to be referred to as
being the gender they identify as, not their birth gender. Again, as a matter of principle, one should
refer to societal groups in the way that members of these group prefer to be, referred to. Note also
that terminology in this area is developing, and that not everyone agrees.
3. Social Class
Class discrimination or classism is a form of prejudice against a person or people because of
their social class. An example of language with a bias against class is the American term white trash,
which is not only a racial slur but a classist one that refers to white people, usually from the rural
Southern United States, coming from a lower social class inside the white population. The term is
negative not just because of the words that comprise it but because of its connotation of danger;
white trash people are seen as criminal, unpredictable, and without respect for authority. In the United
States and other cultures, there may also be a kind of classism against those who are economically
privileged. The rich are sometimes referred to by the derogatory terms preppie and yuppie, both of
which connote not just wealth but arrogance.
There are examples from Philippine culture as well, in the informal terms “conyo” and “jologs” both
derogatory terms referring to class, the first, used to describe young people from the upper class who
speak an idiosyncratic mix of English and Tagalog, connotes vanity and consciousness about social
status. The second, now perhaps replaced by the term “jejemon”, as used in reference to an
idiosyncratic spelling or writing style, is used to describe persons who look poor and out of style.
Classism may also appear even in more formal terminology, Sociologist/Activist Betsy
Leondar-Wright, argues in a video interview that classist terms attribute favorable traits to the wealthy
and powerful those in poverty or near-poverty are similarly cast in a negative light. A more sensitive
vocabulary uses terms that more precisely portray the actual circumstances of people within the class
structure. For example, instead of the owning class, one can use upper class or the privileged class,
instead of the underclass, one can say the less privileged or describe a condition of chronic poverty.
In the Philippines, informal settlers is now the more politically correct term for squatters.
4. Age
Ageism is a form of discrimination against other people because of their age, or assuming that older
people are less physically, intellectually, or emotionally able than other age groups. The capabilities
of younger people should also not be underestimated on the basis of their age. Again, it is important
to refer to a person age only when that information is pertinent to what is being discussed. When
referring to a generic group, one should also ask their subjects what wordings they prefer: Do they
wish to be called older persons or senior citizens? Do they prefer the label youths, teenagers, or
young people?
Lastly, according to The American Psychological Association, writers should be specific when
referring to males and females in terms of their age: females 18 years or older are women, not girls:
Girls refers to those in high school or younger (under 18). The same is true for boys and man.
5. Disabilities
Discrimination in this area often arises because of lack of understanding and awareness. Therefore,
first, it is important to distinguish some terms that are mistakenly understood to be synonymous.
Various guides on bias-free communication and often-confused terminology are available online. One
example is Guide to Bias-Free Communications published by the University of Wisconsin-Madison. It
defines the terms impairment, disability, and handicap as, respectively, (1) physiological condition, (2)
consequence of an impairment which may or may not be handicapping, and the social implication of a
disability; a condition or barrier imposed by society, the environment or oneself. Thus, according to
these definitions, a limp is an impairment in which a leg or foot is damaged or stiff. A disability that
may result from arthritis is difficulty in walking, or walking unevenly and haltingly. People who limp
may be handicapped by having to climb stairs in buildings with no elevators. Other guides from other
cultural contexts may provide different definitions and examples; it is essential when writing to do
research on these definitions.
Finally, when referring to people with disabilities, the focus should be on the person, not the
condition Arinto, 2009). In Patricia Arinto’s English for the Professions (2009), she, advises writers to
avoid hurtful expressions such as retards or even the seemingly neutral description the mentally
retarded and to use instead people with mental retardation. Similarly, instead of the blind and cancer
patients, one should instead use people with vision impairments and people being treated for cancer,
respectively. These examples demonstrate the importance of identity-first language or the importance
of putting the person or people first. Note the difference in the following sentences:
Disability first: The blind student used a special keyboard during the exam.
Person first: The student, who is visually impaired, used a special keyboard during the exam.
Next, Arinto (2009) suggests considering the negative implications of usages such as & confined to a
wheelchair and AIDS victim. For the e former, one should instead write or say uses a wheelchair
because wheelchairs enable people to escape confinement, while for the latter one should use
person with AIDS as someone who can acquire a disease without being victimized by it. Also notes
that the word “abnormal” may be replaced with atypical because people have disabilities are typical
but not necessarily abnormal. These latter examples demonstrate the importance of not representing
people with disabilities as unfortunate, limited, and helpless victims.
Synthesis
These general guiding principles are helpful, but not always apt. For example, there are heated
debates now among parents of children with autism about whether to use person with autism or
autistic person. Yet again, it must be emphasized that research is necessary to become aware of
trends and debates in this and other areas. One may also simply concerned people what their
preferred terms are.

 EFFECTIVE COMMUNICATION

Meaning-
Effective Communication is a two way process – sending the right message and to the right person.
It is important to know the psychology of the people you are interacting with for communication to be
effective.
For communication to be effective it is necessary to know the circumstances of the counter entity.
Effective communication includes all the aspects of visual, auditory and kinaesthetic language to
appeal the listener.
Definition-
“Effective communication is the communication which produces intended or desired result”
Uses of effective communication
• Effective communication helps to understand a person or situation in a better way.
• It enables us to solve the differences, build trust and respect in the organization.
• Sometimes our message is misunderstood or we misunderstand the received message,
effective communication helps us to resolve problems with both’s point of view.
• Effective communication helps us to connect well with kids, spouse, boss, colleagues, etc.
• It helps us in decision making.
The 7c’s of effective communication
Completeness
 • The information conveyed in the message should be complete for the communication to be
effective.
• The sender must take into consideration the receiver’s mind set and convey the message
accordingly.
• Complete communication enhances the reputation of the organization.
• Complete information always gives additional information wherever required, it leaves no
question in the minds of the receiver.
• Complete information helps in better decision making as it serves all the desired and crucial
information.
• Complete information persuades the audience.
Conciseness
• Conciseness means communicating what you want to convey in least possible words.
• Conciseness is a necessity for effective communication.
• Concise communication provides short and essential message in limited words.
• Concise message is more appealing and comprehensive to the audience.
• Concise messages are non-repetitive in nature.
Consideration
• Effective communication must take audience into consideration by knowing the viewpoints,
back ground, mindset, educational level, etc.
• Consideration implies ‘stepping into the shoes of others’.
• Consideration ensures that the self-respect of the audience is maintained and their emotions
are not harmed.
• Consider the needs and requirements of the audience to achieve effective communication.
Clarity
• Clarity implies emphasizing on a specific goal or objective at a time, rather than trying to move
away from track.
• Clarity helps to understand the message easily.
• Complete clarity of thoughts and ideas enhances the meaning of message.
• Clarity comes with the use of exact, appropriate and concrete words.
Concreteness
• Concrete communication implies being particular and clear rather being fuzzy and general.
• Concrete communication shows good level of confidence.
• Concrete information helps to strengthen the reputation of the organization.
• Concrete information cannot be misinterpreted.
Courtesy
 • Courtesy means being polite, kind, judicious, enthusiastic and convincing.
• Courtesy is an important element of effective communication.
• Courtesy reflects the nature and character of the sender of the message.
• It is the same as give respect and then expect the same.
• Courtesy is not at all bias in nature.
Correctness
• Correctness in the communication implies that the correct information is conveyed through
message.
• Correct communication boosts up the confidence level of the sender.
• Correct information has greater impact on the audience.
• Free from grammatical errors and use of appropriate and correct language.
• Correct information includes the precision and accurateness of facts and figures used in the
message.
Barriers to effective communication
Encoding Barriers
• Lack of Sensitivity to Receiver
• Lack of Basic Communication Skills
• Insufficient Knowledge of the Subject
• Emotional Interference
• Lacking confidence
Transmitting Barriers
•  Physical Distractions
• Channel Barriers.
• Long Communication Chain.
Decoding Barriers
• Lack of Interest. 
• Lack of Knowledge. 
• Lack of Communication Skills
• Emotional Distractions
• Information overload 
• Conflicting Messages
Responding Barriers
• No Provision for Feedback
• Inadequate Feedback.
Over coming the barriers of effective communication
Effective Communication skills
-Connecting with the audience
-Simple Words
-Body language (Smile, Eye contact, Gestures, tone)
-Cultural Sensitivity
-Checking for understanding
-Seeking Participation
-Effective Questions
-Summarizing what has been said
What is listening?
Listening is the absorption of the meanings of words and sentences by the brain. Listening
leads to the understanding of facts and ideas.
Various stages to listening
• Hearing
• Focusing on the message not the person
• Comprehending and interpreting
• Analyzing and Evaluating
• Responding
• Remembering
Techniques of active listening
PARAPHRASE
Restate what was said in your own words.
SUMMARIZE
Pull together the main points of a speaker.
QUESTION
Challenge speaker to think further, clarifying both your and their understanding, however suspend
judgement.
Path
for good communication
• Listen to Understand
• Understand before speaking
• Speak to be understood
• Seek understanding before proceeding
• Repeat