Purcomm Mod

ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
Republic of the Philippines
Tagudin Campus
Tagudin, Ilocos Sur
LEARNING MODULE
BACHELOR OF SCIENCE IN INFORMATION TECHNOLOGY
PREPARED BY:
RHODA CONCEPCION O. VILLAMOR
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Instructor: RHODA VILLAMOR
PURPOSSIVE COMMUNICATION
Tagudin Campus
MODULE I. COURSE TITLE:

PURPOSIVE COMMUNICATION
II. COURSE OVERVIEW:

Welcome!
Purposive Communication is a three- unit course that develops students’

communicative competence and enhances their cultural and intercultural awareness
through multimodal tasks that provide them opportunities for communicating
effectively and appropriately to a multicultural audience in a local or global context. It
equip students with tools for critical evaluation of a variety of texts and focuses on
the power of language and the impact of images to emphasize the importance of
conveying messages responsibly. The knowledge, skills, and insights the students
gain from this course may be used in their other academic endeavors, their chosen
disciplines, and their future careers as they compose and produce relevant oral,
written, audio- visual and/or web-based output for various purposes.
Purposive communication is a course envisioned by CHED to develop
students’ communicative competence and to enhance their cultural and intercultural
awareness. It also aims to equip students with tools for critical evaluation of a variety
of texts and focuses on the power of language and the impact of images to
emphasize the importance of conveying messages responsibly.
To assist you along this line, seven modules have been developed to support
deeper understanding along identified topics important for you as a pre-service
teacher. The modules are as follows:
Module 1. Communication processes, principles, and ethics.
Module 2. Communication and Globalization `
Module 3. Communication aids and strategies using tools of technology
Module 4. Evaluating messages and/ or images (e.g. picture illustrations0 of
different types of text reflecting different cultures (regional, Asian, Western,
etc.
Module 5. Communication for various purposes
Module 6. Communication for work purposes
Module 7. Communication for Academic Purposes
III. COURSE STUDY GUIDE:

This module was prepared for you, my dear student, to work on your own. To
have the best in working with this module, you are reminded to follow these simple
yet effective guidelines:
1. Manage your time well. A course study schedule is prepared for you to
help you study the modules in this course. The productive use of your
time and energy will help you a lot in finishing the scheduled activities.
2. Focus your attention. The key element for better understanding is
having the focus on the things to be done.
3. Give your best. Always remember that success will be attained in
everything you do by giving extra effort in the things you are doing. Giving
your best also means observing Honesty in doing the assigned tasks you
are asked to do in this module. Never let someone do the task for you or
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MODULE copy the work of your

classmates.
4. Submit on time. Work diligently. Do not procrastinate. Remember time is
gold. Work immediately on the task at hand in order for you to follow
scheduled time for submission.
5. Be patient, Motivate yourself. Patience equates success. Always think
of the bright future ahead. And to get there, start moving now.
6. Answer confidently. Study hard, surf the internet, read and read and
read more. The more you know, the more confident you become.
7. Work independently. You can do it! Your future lies in your own hands
and your own decisions. So, practice working independently, trust
yourself, be independent.
8. Contact me. If you have any questions, don’t hesitate to ask me through
my email [email protected]
or the group chat created for this class.
IV. COURSE STUDY SCHEDULE:

To keep you on track for the best use of the modules in The Contemporary
World, the study schedule is hereby presented for you to follow:
Week Topic Learning Special Instructions

Activities
Week 1 Read Information Research more information or
and 2 on the identified details regarding the topics. Take
Module 1.
topics in module note of the important points and
Communication Write in your Notebook for
processes, Purposive Communication
principles, and
ethics. Answer/Perform Work on the intended learning
the Intended activity / in-text questions and
Learning Activity submit to your instructor. Place
answers in an Activity Notebook.
Answer/research Work on the assignment then
/perform the submit to your instructor on the
Assignment specified date. Written
assignments will be placed in an
Assignment Notebook.
Answer Compare answers with the
Assessment or answer key from your instructor.
Self-Check You must have to get a perfect
Activity score before proceeding to the
next activity, if not re-read the
activity and have a re-take.
Answer Answer the questions asked in
questions in the the study guide. Write your
Study Guide answers in short bond papers for
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compilation.
Week 3 Module 2. Read Information Research more information or
to 5 Communication and on the identified details regarding the topics. Take
Globalization topics in module 2 note of the important points and
Write in your Notebook for
Purposive Communication
Answer/Perform Work on the intended learning
compilation.
to 8 Communication on the identified details regarding the topics. Take
aids and strategies topics in module 3 note of the important points and
using tools of Write in your Notebook for
technology. Purposive Communication
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compilation.
Week Module 4. Read Information Research more information or
Evaluating on the identified details regarding the topics. Take
9 to 10 messages and/ or topics in module 4 note of the important points and
images (e.g. picture
Write in your Notebook for
illustrations0 of
different types of Purposive communication
text reflecting
different cultures
(regional, Asian, the Intended activity / in-text questions and
Western, etc. Learning Activity submit to your instructor. Place
 What is the
message? Answer/research Work on the assignment then
 What is the Assignment specified date. Written
purpose of the assignments will be placed in an
message? Assignment Notebook.
 How is the
message Answer Compare answers with the
conveyed by Assessment or answer key from your instructor.
the text/ or
image? Self-Check You must have to get a perfect
 Who is the Activity score before proceeding to the
target next activity, if not re-read the
audience of activity and have a re-take.
the message?
 What other Answer Answer the questions asked in
ways of questions in the the study guide. Write your
presenting the Study Guide answers in short bond papers for
message are
compilation.
these?

to 13 Communication for on the identified details regarding the topics. Take
various purposes topics in module 4 note of the important points and
 To obtain, Write in your Notebook for
provide and Purposive Communication
disseminate
information Answer/Perform Work on the intended learning
 To persuade the Intended activity / in-text questions and
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and argue Learning Activity submit to your instructor. Place
compilation.
work purposes (e.g. topics in module 4 note of the important points and
healthcare, Write in your Notebook for
education, Purposive Communication
business, trade,
law, media, science Answer/Perform Work on the intended learning
and technology the Intended activity / in-text questions and
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compilation.
Academic Purposes topics in module 4 note of the important points and
(e.g. research- Write in your Notebook for
based journal or Purposive Communication
magazine article,
etc.) Answer/Perform Work on the intended learning
compilation.
V. COURSE EVALUATION:
To pass the course, you must:

1. Submit all course requirements to include the following:
a. Activity Notebook with answers of the in-text questions given
in the four modules;
b. Assignment Notebook or Assignment Outputs
c. Evaluation Activities (checklist or self-test)
d. Compilation of Answers to the Study Guide for the four
modules.
2. Pass all examinations:

a. Pre-test and Post-test Exams; Quizzes
b. Midterm examination
c. Final examination
d.
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MODULE VI. How to use this

module.
Welcome!
The Module, “Purposive Communication”, is a subject which
comprises the knowledge, skills and attitudes required for a second language
learner like you.
DO NOT WRITE ANYTHING ON THIS

MODUKLE. All the answers to study guide,
activities, assignments, exercises, and tests
should be written/ answered on \a
SEPARATE SHEET/Notebook
There are several symbols in this module to guide you in your study.
This tells you to take note of or to remember an important point.
This tells you there is an intended learning activity for you to

accomplish
This tells you there is an assignment or research activity to be

undertaken
This tells you there is an Assessment or Self- test
Learning Outcomes:
Communication, Communication processes,
Chapter a. Describe the nature, elements and functions of verbal and non-
Principles, and Ethics contexts.
1 verbal communication in various an multicultural
b. Discuss and summarize the principles of communication and
ethics.
Lesson 1.1
Communication and Communication Process

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MODULE Communication
- Originated from the Latin word communis or communicare, which means

“to share”or “to participate”.
- Is the bedrock of an organization or a society; it is the foundation for
human interaction; it supports and capacitate individuals to connect, to
share, to help and to collaborate with one another in order to develop
common understanding and, thus to survive.
Communication process?
- It refers to a series of actions or steps taken in order to successfully
communicate. It involves several components such as the sender of the
communication, the actual message being sent, the encoding of the
message, the receiver and the decoding of the message.
- There are also various channels of communication to consider within the

communication process. This refers to the way a message is sent.
- This can be through various mediums such as voice, audio, video, writing
email, fax or body language. The overall goal of the communication
process is to present an individual or party with information and have
them understand it. The sender must choose the most appropriate
medium in order for the communication process to have worked
successfully.
Communication Process
The communication is a dynamic process that begins with the conceptualizing

of ideas by the sender who then transmits the message through a channel to the
receiver, who in turn gives the feedback in the form of some message or signal
within the given time frame.
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MODULE Seven major elements of

communication process:
1. 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.
2. 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.
3. 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-
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gestures, silence, sights, sounds, etc. or any other signal that triggers the
response of a receiver.
4. 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.
5. 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.
6. 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.
7. 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.
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MODULE Note: The Noise shows the

barriers in communications. There are chances when the message sent by the
sender is not received by the recipient.
Tips for improving the communication process
 Simplify your message: In order to ensure your message is properly

understood, you should keep your language simple and to the point.
 Know your audience: It's also important to consider the audience that will
receive your message as well as their needs and interests.
 Be a good listener: As a communicator, it's important to actively listen to what
those around you are saying. This will ensure that you're sending the right
message.
 Ask questions: It's also important to ask good questions to keep the
communication flowing. Make sure your questions are insightful and engaging.
 Take the time to respond: When communicating, it's important to consider
how you might reply to a person to ensure you know what you want to say.
 Consider your body language: If you're communicating through a different
medium, it's important to be mindful of your body language. In addition, be
aware of the body language of the person you're communicating with, as well.
 Maintain eye contact: It's also important to make contact with the person or
group you're communicating with. This will show that you're actively listening to
who you're communicating with.
 Clarify your message if needed: If the recipient of your message is unclear
about what you're trying to say, it's important to clarify your message. This will
help them to better understand you.
Activity 1.1 Nonprose Reading

Directions: study the diagram below. Then answer the following
questions.
1. Describe the communication process and identify the
Lesson 1.2
communication elements.
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Lesson 1.2
Principles of Communication and Communication Ethics
Principles of Communication or the 7 C’s of communication:
Principles are basic truths, standards, morals, values rules, concepts,

teachings, ideas, theories or guidelines that serve as the foundation for a process, a
system of belief or behavior or reasoning.
1. Principle of Conciseness
The principle of Conciseness states that the message should be conveyed in
concise form i.e. in the best shortest possible way. In other words, the message or
information should be articulated completely in such a way that it is forwarded to the
desired audience or receivers in fewer words or signals. By following this principle,
individuals and organizations can save time and cost as well. It also helps in a much
better understanding of the message by excluding unnecessary and excessive parts
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convenient to understand the concise message by the receiver as well.
Example: Writing an e-mail to different clients to invite for an

organization’s annual day celebration function requires a more concise e-mail
message. Concise e-mail carrying information about venue, date & time
followed by a brief itinerary of function is much clearer than describing
everything of celebration in a subjective way.
2. Principle of Clarity
While communicating, clarity or clear communication is also an important aspect for
individuals and in business communication. By following the clarity principle of
communication, one can focus on a specific message at a time. So, the message
that is being conveyed must be clear. It also helps the receiver to easily understand
the given message or idea. Due to clarity, there is much appropriate and exact
message transmission. Clarity should be there while communicating through verbal
words or in writing.
Example: While giving a presentation on a particular topic, the

presentation should cover the material related to the presentation topic, also
voice tone and words should be clear that is easily understandable to the
audience.
3. Principle of Correctness
One can better understand or interpret the more accurate message. The
guidelines for correct or accurate communication are covered under the principle of
correctness. If the message is correct then its impact is also great and it also boosts
the confidence of the sender. So, the correct use of language is essential in effective
communication and it also increases the trust factor between the sender and
receiver.
Example: While writing e-mails or business communication letters, the

correct use of language should be their i.e. grammatical errors or wrong verbs
need to be avoided.
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4. Principle of Concreteness
The clear and particular message is defined as a concrete message. The
concreteness principle of communication states that while communicating, the
message should be to the point or specific, definite, and clear instead of being
general or unclear. Concrete communication includes facts and figures to strengthen
the message or idea. As the message is clear and specific, there are minimal or zero
chances of misinterpretation of the message.
Example: In sales meetings in organizations, communicating the

message of quarterly or annual sales results by sales personnel consists of
sales presentations that include different facts and figures of sales. This
communication is based on the concrete principle of communication.
5. Principle of Completeness
The next principle of communication states that communication should be
complete to be effective. A message is said to be complete when the recipients of
the message receive all the necessary information that they want to be informed. It
also consists of a call to action i.e. a statement that is specifically meant for getting
instant response from the receiver. The facts and figures in messages are also part
of it. The more complex communication sometimes requires additional information or
more elaboration so that there is no doubt for the audience or receivers.
Example: Online shopping sites display complete information on

different products i.e. fabric, color, measurements, qualities, price, etc. and
also call to action features i.e. to instant buy the product by pressing buy now
option. So their written communication about product information is an
example of complete communication with their audience.
6. Principle of Courteousness
The principle of courteousness states that while communicating, the sender
should show respect to the audience or receiver. So, the sender should be polite,
enthusiastic, reflective, and sincere. Being courteous is when the sender takes care
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These messages are focused on the audience, positive, and unbiased.
Example: While communicating with employees for their counseling, HR

Head takes a courteous approach by taking care of their feelings, listening to
their issues or problems in a polite manner during the counseling session.
7. Principle of Coherence
The communication should be coherent i.e. both consistency and logic should
be part of the sender’s message. Without being logical or coherent, the main
purpose or idea behind the message can’t be conveyed properly. All terms of the
message should be interconnected and relevant to the message being conveyed.
Moreover, consistency should be maintained in the communication flow.
Example: When there is a change in any HR policy, the HR Head

communicates the changes by sending an e-mail to the staff. This communication
consists of the logic of informing the new changes regarding the policy to the staff so
that they can work as per new guidelines.
Communication Ethics
1. Be Honest- means choosing not to lie, to cheat, or to deceive anyone in any

way.
2. Maintain personal integrity- Ethical communicators earn the trust of others
through personal integrity. Integrity refers to a wholeness of character
demonstrated by firm adherence to moral values and consistency between
thought, words, and actions.
3. Be open- minded- it means you are ready to offer your own opinions even if you
perceived these opinions as unpopular.
4. Stay committed- it means allocating the necessary time and resources to
communicate needed information, to discuss issues fully, to provide appropriate
feedback, to furnish required reports, to accomplish business letters.
5. Practice active listening- to be an active listener, you should be able to provide
feedback by either restating or paraphrasing in your own words the content of
the message you heard.
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MODULE 6. Be respectful- it means when

you interact with others, you treat them with dignity, that is, in a positive manner
that acknowledges them for who they are as this reflects your character and
values as a person.
7. Be accountable- you should be conscious not only for the opportunities, but
also of the responsibilities of an ethical communicator.
Activity 1.2
Model- Making
Direction: create your own model that best reflects the communication process in
your family.
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Activity 1.3
Think and Share
Direction: Search on Youtube and view the SONA 2020 and SONA 2021
delivered by President Rodrigo Duterte. Then answer the following questions below.
1. Compare the delivery of the two SONAs. What principles of communication did
Pres. Duterte follow? Which principle did he fail to follow?
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2. In your own opinion, what communication ethics did he follow? What did
he not follow? Discuss your answer.
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3. If you were Pres. Duterte’s personal adviser, what suggestions would you give
to make him a more effective speaker?
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Chapter Communication and Globalization

2
Learning Outcomes:
a. Define terms necessary in understanding
Lesson 2.1 communication and
globalization.
Communication and Globalization
b. Explain how cultural and global issues affect communication.
Globalizationc. Perform various activities on globalization.
- Is the interconnectedness and integration of the world’s culture and

economy and infrastructure.
- This occurs through transnational trade and investment, rapid spread of
transformation and communication technologies (ICT), and the impacts of
free- markets on local, regional, and national economics.
Impact of Globalization on Communication
1. Creation of a global village
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MODULE - Global village refers to

the world viewed as a community in which distance and isolation have
been dramatically reduced by electronic media.
- People are connected by computers, television, cellphone, the internet,
etc, and all depend on one another.
- The term was coined by Herbert Marshall Mcluhan, a Canadian
communications theorist.
- The accessibility and widespread use of social media facilitate the
exchange of ideas treating everyone like a neighbor, instead of stranger.
- Thus, interdependence results. As such, communication skills are
developed; economic, social, and political relations are established and
strengthened.
2. Cultural awareness in verbal and nonverbal communication
- Business, executives, academicians, and employees need to develop the
ability to catch subtle nuances of people’s manner of speech when
communication across cultures.
- Even when two people are speaking the same language, cultural
differences can affect vocabulary, colloquial expressions, voice tone, body
language, speaking distances, facial expressions, gestures and eye
contact.
3. Creation of more business opportunities
- Global interactions provides a platform that allows business- minded
persons across cultures to improve their collaboration, to exchange ideas,
and to pursue new and unexplored opportunities across the world.
4. Understanding of cultural diversity
- Globalization provides a transparent perspective and a clearer
understanding of cultural diversity.
- Diversity is the condition of having or being composed of different elements
such as customs, traditions, norms, age, gender, race, ethnicity, religion,
education, marital status, sexual orientation, income, cuisine and other.
- Globalization promotes the flow of these elements cultural customs,
practices, and norms along with cross- border exchanges of goods and
services.
5. Breakdown of cultural barriers
- Globalization has opened the doors for cultural exchange in several areas
of concern such as but not limited to the following:
 Science (e.g, research on new theories)
 Arts (e.g, green architecture)
 Technology (e.g, innovation of machines)
 Philosophy (e.g, green economy)
 Religion (e.g, Islam)
 Music (e.g, alternative music)
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Mandarin)
- Globalization has made it possible to break down cultural barriers and to
encourage the flow of goods, services, capital and labor.
6. Relevance to education
- In the area of education, human interactions play an important role in trhe
convergence of talents and skills along the following:
 Theories of teaching and learning
 Models of educational organizations
 Key competencies
 Educational research and development
 Information and communication technologies
 Development and use of innovative instructional materials
7. Creation of competitive advantage
- According to Matthews and Thakkar (2011), to become a global leader,
one must possess cultural intelligence- the ability “to navigate through
different cultural nuances”.
- Global leaders train to communicate across borders in order to achieve
results. They must be proficient in using various forms and tools of
communication, including multimedia, to be able to bring across effectively
the meaning of their message.
Activity 2.1.1 Video- Viewing
Directions: Watch the video “How social media can make history” from
https://www.ted.com/talks/clay_shirky_how_cellphones_twitter_facebook_can_m
ake_history
After watching the video, do the following:
1. Write a reaction paper on the message of the video.
2. Reflect on how social media and online personas are redefining human
connection and communication. Then asks yourself these questions:
 “Do I appreciate the impact of communication on me, on the
society, and on the world?”
 What new kinds of connection do I want?”
Explore
Activity 2.1.2 How Close Is The World To Me?
Directions: Create an image showing your connections to the rest of the world
Course Code GEN .ED based on the music you have listened to. Use the following questions.
1. What’s
PURPOSSIVE COMMUNICATION the origin of the most recent song or piece of music that you
listened to? (Identify the nationality of the creator of the music, as well as
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Lesson 2.2
Local and Global Communication in Multicultural Setting
Local Community
- Defined as a group of interacting people living in a common location.
Global Communication
- Can be defined just as any communication can: a message is sent from
one person or group to another anywhere in the world.
Language Register
- Refers to a variety of a language used in a particular social setting, using
certain words, phrases and contractions that are not normally used in
other settings- or if they did, they may sound strange or out of place.
Styles of Registers
1. Static (or frozen ) style
- The variety of language used in this style is fixed, the language rarely or
never changes.
- It is often learned and repeated by rote.
- It does not require any feedback.
2. Formal style
- Use in official and ceremonial settings; thus the language that is being
used is standard, impersonal and formal.
- The language used in this style is commonly used in official
engagement’s, like council meeting, board meeting and court
proceedings.
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MODULE 3. Consultative style

- This style maintains professional tone, following the societal expectations.
This is being used in professional discourse.
4. Casual style
- This is what you and your friend use because you share the same
interests.
- It is informal and relaxed
5. Intimate style
- This is private and interpersonal
- You use it with individuals whom you share a close relationship or bond
like that of family members or a few intimate people.
6. Aggressive style
- This style is shown in a forceful, demanding and sometimes hostile
manner.
- It involves, intimidating or bullying people.
7. Passive style
- Passive communicators avoid expressing their thoughts and emotions.
8. Submissive style
- Used to please others to avoid conflict or resistance, to obey or do
willingly what others want.
9. Assertive style
- This is the healthiest style.
- Used by self- assured persons, who communicate with confidence.
Activity 2.2.1. Film Viewing
Directions: watch the movie “Lost in Translation”. Consider how the

Western culture represented mainly by Bob and Charlotte differ from that
of the Japanese. Discuss the following scenes listed below.
1. Hotel welcome for Bob
2. Train scene with the man reading a magazine
3. Bob doing a stationary walk
4. Japanese couple outside the temple seen by Charlotte
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5. Bob and Charlotte dining inInstructor:
a Japanese restaurant
RHODA VILLAMOR
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Chapter 3
Communication Aids and Strategies using Tools of Technology
Learning Outcomes:
a. Convey ideas through oral, audio- visual, and /or web- based presentations
for different target audiences in local and global settings using appropriate
registers.
b. Adopt awareness of audience and context in presenting ideas.
Multimodal Communication
- Is simply using modes such as pictures, gestures, sigh language, image,
music, spoken language, and written language to make interaction and to
exchange meaning.
- It results from a shift from text or print- based, being relied on as the
primary source of communication, to screen- based or the image being
utilized more frequently in this age of digital technologies.
Tools of Technology
1. WebQuests
- Is an inquiry based activity that embeds the use of a variety of learning
resources- with most being digital learning resources available on the
internet.
2. Electronic Books and E-Readers
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MODULE - Defined as text in a digital

that can be read and displayed on a computer screen.
3. Multimedia
- It is the combined use of several media- still pictures, sound, music, and
full- motion videos in computer application.
4. Social media
- Computer- mediated technologies that facilitate the creation and sharing
of information, ideas, career interests, and other forms of expression via
virtual communities and social networking services.
Features of social media
a. Interactive Web 2.0 Internet Based application; Online interactions
generate data;
b. Social networks are facilitated by connecting a user’s profile with those
of other individuals or groups.
c. Users create service- specific profiles for the website or app.
Communication Application in Social Media
a. Proofhub
- An online collaboration software that enhances organization in learning
projects and improves communication and collaboration among distantly
located learners.
b. MindMeister
- A collaborative web- based tool that enables groups to plan or brainstorm
on one mind map document during early phases of group work.
c. GoogleDocs
- An online collaboration tool that facilitates creation of meaningful
documents.
d. BigMarker
- A web- conferencing service that facilitates communication among
learning group members through webinars.
e. SlideRocket
- Web-based presentation tool that members in a learning group can use
collaboratively to work on one attractive presentation document.
f. Skype
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MODULE - An online communication

tool that offers video chat facility for improved communication.
g. Blog
- Discussion or informational website published on the World Wide Web,
consists of discrete, often informal, diary- style text entries.
h. Vlog
- Video blog. It is a form of blog in the form of video.
5. PowerPoint presentation
- Is a collection of individual slides that contain information on a topic.
- Created using the Microsoft PowerPoint software.
Important reminders to prepare an effective PPT
 Start with a presentation outline
 Present on idea or story per slide
 Use more graphics and less text
 Use plenty of white space
 Know the setting where you will present your PowerPoint
 Use animations and slide transition sparingly
 Tell stories that appeal to your audience emotions
 Make frequent eye contact
 Stay confident
6. Video Presentation using Smartphones
Tips on recording better video with your smartphone
 Landscape
 Framing
 Zoom
 Flash
 Backlighting
 Time lapse
 Effects
 Editing
Activity 3.1 Blog Making
Direction: Choose one topics listed below. Then create your own blog using
the selected topics.
Course Code GEN .ED 1. How to men a broken heart?

2. Death: The start of the end
3. LGBTQ group
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MODULE
Activity 3.2 You can do it!
Directions: Search for different specific social issues. Inspired by the issue,
create your multimodal presentation by using one multimodal below.
1. Poster or tarpaulin
2. PowerPoint presentation with 10 slides
3. Video presentation using your smartphones.
Chapter 4
Evaluating Messages and/ or Images of Different Types
of Text Reflecting Different Cultures
Learning Outcomes:
At the end of period, students should be able to:
a. Evaluate multimodal texts critically to enhance receptive
(listening, reading, viewing skills
b. Convey ideas through oral, audio- visual, and /or web- based
presentations for different target audiences in local and
global settings using appropriate registers.
c. Adopt awareness of audience and context in presenting
ideas.
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MODULE Introduction:
A text isn’t limited to something written down. A text can be a film, an artifact,
anything in a language and culture that conveys meaning. Think about the texts that
you use in your language classroom: what’s in the textbook? What do you read in
class or even at home? How do you describe the classroom, its design? Why do you
think the chairs are placed facing the tables? Those questions, with its finite answer
would tell you that there are texts that are reflection of one’s own culture.
Evaluating messages
Evaluation
- Is the systematic process of determining the value and significance of
something under study using criteria governed by a set of standards.
In purposive communication it is important that messages and their sources are
analyzed and evaluated to determine whether they effectively and efficiently serve
their purpose.
Message
- Are always made and sent for a purpose; responses, whether intentional
or not, are always expected. But responses are always based on how the
receiver understands the meaning of the message. Hence, to optimize
understanding, senders must be careful in crafting their messages;
receivers must analyze and evaluate the received messages thoroughly
before giving the appropriate response. Incorrect or haphazard evaluation
may result to an erroneous response.
Following points to consider for an overall analysis and evaluation of your
messages.
1. The receiver must realize what the message is about
- A subject which could be a person, a place, a product, an event, an
idea, etc. the subject can be either expressed or implied. Details have to be
provided to support the subject.
- Support for the idea can be statistics, interviews and graphics, among
others. But the receiver must be able to discern the truth in these supporting
details. These maybe facts, or just opinions, or claims; they may be used
singly or collectively.
 Fact- it is a statement of truth that can be verified, but it is not
debatable.
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MODULE  Opinion- it is
a personally- held belief; therefore, it cannot be proven to be
correct or incorrect.
 Claim- it is debatable statement that can be supported with
evidence and reason.
-it is important that the receiver can identify the differences among
these three before he gives his responses.
2. The message must be viewed from the purpose that the sender wants to
serve
- Usually to inform, to persuade, or to entertain.
- Messages that serve to inform or educate are more neutral than messages
that are meant to entertain or persuade. However, there could also be biases from
the author or from the organization that sent the message.
 Bandwagon- is a fallacy that ignores the idea of the minority and
regards the majority as the source of truth. The appeal to emotion
disregards reason and logic and rather associates an idea with
something that is widely approved.
 Half- truths- which distorts reality, are also used by some in their
desire to seek the approval of other people.
- Messages that aim to entertain are crafted to view by large audiences.
These are conveyed over various media like television, movies, sports,
broadcast, social networks, etc. on the other hand, persuasive messages
aim to sway receivers’ view in accordance with the sender’s view.
3. Messages communicated on social media are accessible, hence, quick
and interactive, but these are prone to inaccuracies. Further, compared to
messages from newspapers, magazines and books which are accurate and
comprehensive though slow in delivery, TV and radio messages are also prone to
biases and high commercialization although they have strong audio and visual
appeal.
4. Messages are meant for specific audiences. A sender must determine how
he/she conveys message in accordance with the characteristics and qualities of the
receiver. A message can be personal, that is, it is meant to be received by just one
or two people.
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MODULE 5. Messages sent through mass

media can be conveyed either traditionally or digitally.
 Traditional media- include print and broadcast formats
 New media- digital formats include blogs and podcasts.
 Print media- include newspapers, magazines, books, signs, billboards, and
others.
 Broadcast media- includes television, radio, music, movies, etc.
 Digital media- includes websites, emails, streaming videos, streaming music,
ebooks and social network.
Recommended questions to ask in evaluating messages
1. What is the message? Determine the subject; determine the message
contained in the subject.
2. What is the purpose of the message? Usually, a message is sent to inform,
persuade or entertain, among other purposes.
3. How is the message conveyed by the text and/or image? The sender can
utilize the traditional means of conveying a message- paper and pencil- or the
new way which is over the internet.
4. Who is the target audience? Directly r indirectly, messages are sent for a
specific audience. Identify the receiver so that appropriate feedback can be
given.
5. What other ways can the message be conveyed? There can be more than
one medium in conveying message. Determine all possible means, and
probably, the best one.
Evaluating images
Images
- like pictures, and illustrations, are visual representations of different types of
texts reflecting different aspects of an individuals culture.
- images are attention- getter, viewers are easily drawn to them.
- Imaged are commonly used nowadays for study and for presentations. Thus
they too, must be analyzed and evaluated to determine their quality, reliability
and appropriateness.
Level, including, certain questions, to guide you to determine the merit of
images you intend to use.
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MODULE 1. Content analysis

- What do you see?
- What is the image about?
- Are there people in the image? What are they doing? How are they
presented?
- Can the image be looked at different ways?
- How effective is the image as a visual message?
2. Visual analysis
- How is the image composed? What is in the background, and what is in
the foreground?
- What are the most important visual elements in the image? How can you
tell?
- How is color used?
3. Contextual information
- What information accompanies the image?
- Does the text change how you see the image> how?
4. Image source
- Where did you find the image?
- Is the source reliable and trustworthy?
5. Technical quality
- Is the image large enough to suit your purpose?
- Are the color, light and balance true?
Criteria in evaluating sources
1. Authors Credentials
2. Purpose
3. Content
4. Publication and format
5. Relevance
6. Documentation
Exercise 4.1 Evaluate Me
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MODULE Directions: read carefully

the essay below. Afterwards, evaluate it by answering the questions that follow.
Unacceptable tolerance
By: Jose Paolo T. Sison - @inquirerdotnet
Ay, sayang, ang pogi mo pa naman,” said my mom’s office colleague after I
confirmed that I was gay, and now out of the closet. She wasn’t the first to
respond to me with those exact words, but I’ve never really understood them:
Roughly, what a waste, to think you’re so handsome. Has part of me really gone
to waste simply because I’m gay? Would people have reacted differently, or
accepted the admission with more ease, if they thought I was ugly? All of these
questions ran through my head as I nervously smiled and instinctively thanked
her for the “compliment.”
“Buti ka pa, hindi halata,” said my friend before launching into a rant about his
experiences with flamboyant gays. He was saying: It’s good it doesn’t show. A
minute ago, I had finally told him something I’d kept a secret for 15 years, and
now I was listening to him fervently describe the reasons he absolutely could not
stand gays who spoke with a high voice, and how disgusted he was the first time
he saw a crossdresser.
Over the next five minutes, I was reminded of why I spent 15 years lying to my
family, friends, and almost everyone else that I knew. The bell rang, and as we
parted ways to go to our respective classrooms, I had to look twice at the ground
and remind myself that the line he just drew on it wasn’t actually there. I decided
not to tell him about the crush I had on one of our mutual friends, and almost had
a heart attack when I saw him going through the TV shows on my laptop, only to
breathe a sigh of relief when I remembered that I had deleted my copy of the
latest season of “America’s Next Top Model.”
“Alam mo kasi, Paolo, okay lang maging bading pero kasi yung iba sobra sobra
na eh,” explained a member of my high school’s student council. You know, it’s
okay to be gay but there are others who are just so excessive. A branch of our
student council had planned a slew of activities that aimed to promote gender
awareness in line with Pride month, and certain members of the faculty—my
teacher included—had expressed their disagreement with the project. I
approached him to ask what the faculty had told them, and why they felt so
concerned about it. He explained that some teachers were scared that it would
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“comfortable” with their gayness. He said that the faculty had always been
accepting of gay students, but that they might go “too far” if they see that the
school actually consented to talks about different gender identities, and pubmats
regarding pertinent LGBTQA issues. I asked him what they meant by “too far,”
and this was what he answered—“Okay lang naman maging bading etc.”—before
putting a hand on his hip and changing his voice, “…like too much na” with
matching kembot.
“I swear if another gay guy tries to flirt with me, I’m going to leave,” professed a
stranger at the party I was attending. He was tall, built, and over the course of the
night had repeatedly taken his shirt off whenever he noticed a group of girls
passing. The person who had most recently ticked him off was at the bar asking
for ice, clutching the side of his jaw that was beginning to swell from the punch he
wasn’t able to dodge fast enough. I asked him if he had told the bouncers about
what had happened, and he said that they laughed at his story and told him he
was asking for it.
I turned around to talk to the party organizers whom I knew, only to see the
bouncers already escorting the shirtless giant out of the party. A girl had
complained that he kept hitting on her despite her repeatedly expressing her
disinterest. She tried to walk away from him but he grabbed her by the hand a
little too tightly and asked her why she was being such a stuck-up bitch. She
politely explained that she was a lesbian, and he said she just needed a real man
to turn her straight and moved in for a kiss. She kneed him in the groin and ran to
the nearest bouncer, who immediately rushed over to escort shirtless Romeo
from the party.
My friends ask me why I don’t flirt with anyone at parties, and I always tell them I
don’t want to end up with blood in my mouth and ice on my chin.
While these anecdotes may seem like isolated cases, they echo the same
sentiments and double standards that most people who claim to be “accepting” of
gay people have. Unfortunately, what these people don’t know is that what they
exhibit is not acceptance. It is simply tolerance.
At face value, there’s nothing wrong with being a tolerant society; if anything, it is
leagues better than one that blatantly discriminates or harms gay people. The
problem with tolerance is that on its own, it is hollow. It is a dead end on the road
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MODULE to acceptance, posing as the

finish line. It gives people a sense of complacency that they are liberal and
accepting of others, without actually having to compromise their own boundaries
or comfort zones. Instead of them learning to be comfortable with the idea of gay
people, they impose subtle standards on gay people and reward those who
conform. The burden no longer rests on society to be accepting, but on gay
people to be “acceptable.”
This pressure to become an “acceptable” gay has become so overwhelming in
society that even gay people impose it upon other gay people. Many of my more
flamboyant and effeminate gay friends have told me of their experiences with gay
dating apps which they thought was a safe place to meet guys they could actually
date, only to be harassed and pelted with the same disgusting slurs they would
hear from aggressive straight men. I have personally been told to “tone it down”
by a guy who initially expressed interest in me, but was put off by the fact that I
watched RuPaul’s Drag Race and enjoyed Lady Gaga’s music.
True acceptance may be far from where we are at present, but one that I believe
we can reach within this lifetime. All it requires of us is that we build bridges
instead of walls, and that respect be mutual.
Questions:
1. What is the subject of the essay? What message does it convey? Give the
details provided by the author to support his idea.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. What is the author’s purpose in sending this message? Why do you say so?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
3. How is the message conveyed? Explain the author’s style.
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______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
4. For whom the essay written? Why?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
5. How can the message be conveyed in another way? Would this be as
interesting as how it is in an essay?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Exercise 4.2 True or False

Directions: Read the items carefully. Write TRUE if the statement is correct;
otherwise. Write FALSE. Write your answers on the space before the number.
______________1. A fact is a statement of truth that does not to be verified.
______________2. Opinions and claims are both debatable.
______________3. Messages that entertain aim to persuade the opinions of
receivers.
______________4. Pictures and illustrations are examples of images.
______________5. Lowlighting conveys a sad atmosphere.
______________6. Though slow in bringing a message, books are more
accurate than other mediums.
______________7. Website that end in “lo” provide information and packaging
with false data.
______________8. Author’s credentials, publications and communication
barriers are criteria in evaluating sources.
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media conveys texts messages.
______________10. Close- up shots indicate intimacy.
Exercise 4.3 Nonprose Reading

Directions: analyze the materials below. Afterwards, evaluate each material by
answering the questions that follow.
A. Advertisement
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
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MODULE B. Editorial Cartoon
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Questions:
1. What is the subject of the material? What message does it convey? Give the
details provided by the author to support his idea.
2. What could have prompted the author to craft the material?
3. How is the message conveyed? Explain?
4. To whom the material is addressed? Why?
5. Could there be another way by which the message is conveyed?
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MODULE Chapter 5
Communication for Various Purposes
Learning Outcomes:
At the end of the lesson, students should be able to:
a. Convey ideas through oral, audio- visual, and/or web-based
presentations for different target audience’s local and global
settings using appropriate registers.
b. Create clear, coherent an effective communication materials.
c. Present ideas persuasively using appropriate language registers,
tone, facial expressions and gestures.
d. Adopt awareness of audience and context in presenting ideas.
Introduction:
Many phases of human endeavor require verbal communication to impart
thoughts, to give orders, and to exchange ideas, thus, young people must be
encouraged to develop their own awareness of the real essence of speaking.
Accordingly, human relations have brought up various social and public functions
which may need different types of speeches. Speakers can adapt their approach to
their subject, to their particular audience, to their identified purposes and styles of
delivery if they know the basic types of speeches.
Types of Speeches
Speeches are classified according to purpose, delivery, and occasion.
According to purpose, speeches are expository, persuasive and entertainment.
 Expository or informative speech- is a speech that answers basic questions
such as what, how, and why through topics that are non- controversial and
non- debatable. Basically, the purpose of this is to inform. It aims to help
audience to understand and to remember the information the speaker is
presenting.
Here are some tips to guide you in stating your specific purpose:
1. Express the specific purpose as a declarative sentence.
2. State the specific purpose precisely
3. Make sure the specific purpose contains only one idea
4. Include words in the specific purpose that show your intent.
 Persuasive speech- aims to convince audience to do specific actions like to
vote wisely, to stop smoking, to prevent global warming, to campaign against
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MODULE bullying and others. It is used

to sway the audience to change their mind on certain issues like favoring the
legalization of death penalty and the adoption of federalism.
 Entertainment speech- aims to amuse the audience by using humor,
anecdotes, jokes, and stories relevant to the topic. It simply gives the
audience and opportunity to enjoy themselves in some way- its value lies in
the enjoyment of the audience, but it need not to be funny in order to
entertain.
Type of Speech base on Delivery
1. Read speech- materials is written out word for word; the speaker reads every
word from the prepared text. With this method, the speaker maintains a
conversational tone of voice.
2. Memorized speech- prepared for quite some time and committed to memory.
Then it is delivered from memory. No notes or papers are used.it is the most
difficult and least effective type of speech based on delivery.
3. Extemporaneous speech- speech with minimal preparation. It is not written
out, nor is it committed to memory. Speakers use brief notes or outline as they
build up the language during the delivery.
Type of Speech according to Occasion
1. Welcome speech- expresses pleasure and warm, cordial accommodation of
the audience.
2. Thanksgiving speech- addressed to specific individuals for important reasons,
like having donated school building, providing scholarships, supporting
community projects.
3. Introduction speech- tells about speakers’ qualification skills, and outstanding
achievements in relation to the nature’s occasion.
4. Closing speech- wraps up all the activities towards realization of the day’s
objective or the theme of the celebration.
5. Acceptance speech- delivered sincerely and modestly after receiving award,
promotion, or any kind of recognition.
The Interview
- It is one- on- one and face- to-face quick conversation between two
persons. It is the most purposive dyad forms.
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MODULE - Usually useful when

seeking for employment, applying for scholarship, requesting for
barangay or police clearance and others.
Types of interview questions:
1. Open- ended questions. This is a question that allows the interviewee to
explain, narrate, classify, define, compare and contrast.
2. Direct question.it requires very absolute answer.
3. Mirror- type question. This is a form of follow- up question.
4. Probing question. Question asked when interviewer wants to dig deeper into
the answer of the interviewee in the question.
5. Loaded question. Type of question that is highly emotional causes prejudice
and stress on the part of the interviewer making it difficult to answer.
6. Problem- solving question. This is hypothetical in nature.
Various purpose of interview
 Informal interview
 Exploratory interview
 Job or employment interview
 Performance appraisal
 Counseling interview
 Grievance interview
 Sales interview
Exercise 5.1 following Instructions

Directions: please do the steps listed below.
A. Find someone to interview. The person should be friendly and willing to
spend some time with you.
B. Make an appointment with him/her. Conduct the interview. Record
responses using a recorder.
C. When the interview is over, ask interviewee to give you feedback on:
a. Voice tone
b. Eye contact
c. Nonverbal communication
d. Interest level
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MODULE e. Flow of the interview

f. rapport
1. transcribe the recorded interview
2. write a reflection on the interview process, including a
description of what you will do next time to be able to be better
data
Exercise 5.2 Outlining

Directions:
A. Imagine that you were invited to deliver a persuasive speech to senior
high school students. The organizers asked you to choose a topic
which you think would interest them. What are you going to discuss
with them?
B. Now you outline your speech by using the matrix below as your
pattern.
Topic: ____________________________________________________
Reasons in choosing the topic:
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Point 1:
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
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___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Point 3:
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Exercise 5.3 Speech Writing

Directions:
A. Based on the outline that you made in Exercise 5.2, write a three-point
persuasive speech. Your goal is to convince the senior high school
students to join you in your stand.
B. Check that your speech has the three main parts: introduction, body,
and conclusion.
Chapter 6
Communication for Work Purposes
Learning Outcomes:
a. Create clear, coherent an effective communication materials.
b. Present ideas persuasively using appropriate language registers, tone, facial
expressions and gestures.
c. Adopt awareness of audience and context in presenting ideas
Organizational Communication
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communication flow that an institution or agency follows to ensure
accuracy and efficiency in the transmission of messages.
- Normally, its main purposes are to expedite the transfer and reception of
instruction and pieces of information, to create goodwill, to ask services,
and to persuade someone to do something.
- The general organization communication structures are either formal or
informal. Formal communication follows a definite protocol of
communication exchanges. It can be upward- directed, downward-
directed, or horizontal communication. On the other hand informal
communication is a formless process, it is often referred to as a
grapevine.
Common Types of Communication Materials in the Workplace
1. Business letters.
- Is the formal medium used to write individuals outside the organization.
- Are crafted due to their degree of importance and purpose- for business-
to- business, business- to- client, or client- to- business correspondence.
- It has distinct tone, style, language and content which make them
different from social correspondences.
Parts of a Business Letter
- All in all, there are 14 parts of a business letter. However, they could be
classified as primary (seven parts) or optional parts (seven parts).
Primary parts of the business letters
 Letterhead. This part technically contains the mailing address of the
sender. It consists of the following: name, address, and the contact
details of the agency or the institution.
 Date. This reflects the time- the month-, the day, and the year-
when the letter is written.
 Inside Address. It has three to four lines. These lines are for the
name and position/ rank of the addressee and his/her company’s
name and address.
 Salutation. This is courtesy greeting of the writer. It is usually typed
two to three spaces below the last line of the inside address. A
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salutation line. Salutations has various degrees of formality. Study
the standards forms given below.
Most Formal and Impersonal Sir
Salutations Madam
My Dear Sir
My Dear Madam
Formal and Personal Salutations My Dear Mr. Domingo
My Dear Ms. Pastor
My Dear Mrs. Toribio
Less Formal Salutations My Dear Michelle
Jerome
 Body. This is the reason why the letter is written. It is composed of
at least two to three paragraphs. The first paragraph states the
context of the letter. The second explains the intention of the letter.
The last paragraph states the closing statements of the writer.
 Complimentary close. This is used to close the business letter. Its
tone depends on the degree of formality.
Degree of Formality Salutation Complimentary Close
Most Formal and Sir Very Respectfully yours
Impersonal Madam Very respectfully
My Dear Sir Respectfully yours
Salutations
My Dear Madam Respectfully
Formal and Personal My Dear Mr. Very Sincerely yours
Salutations Domingo Sincerely yours
My Dear Ms. Pastor Yours very faithfully
My Dear Mrs. Toribio Very truly yours
Truly yours
Less Formal My Dear Michelle Lovingly
Salutations Jerome Lovingly yours
Faithfully
 Signature. Depending the length of the letter, the signature line may consist
the name of the writer of the letter typed three to four line below the
complimentary close, just the right for the signature of the writer.
Optional parts of a letter
 Attention line. This is used if the writer wants to reach a specific person in the
agency or company.
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general form the content of the letter. It is typed two spaces below the
salutation as this is considered as a part of the body of the letter.
 Enclosure notation. This lists the enclosed or attached materials in the letter.
It is important to list all the attachments in the notation.
 Carbon copy notation. This is a copy of a note sent to an addressee other
than the main addressee.
 Blind carbon copy notation. It is like carbon copy notation. However, the
recipient’s name is not written in the letter.
 Identification initials.
 Postscript
Forms of business letters
________ ________ ________

____(letterhead)____ ____(letterhead)____ ____(letterhead)____
_________ _________ _________
_____(date)
_____(date) _____ _____(date)
_____(inside address)
_____ _____ _____
_____(inside address) _____(inside address)
_____ ____: (salutation)
____: (salutation)
____: (salutation) __________________________
_(body)____________________ _____________________
__________________________ _____________. ______(body)_________________
_(body)____________________ ________________.
_____________. __________________________ _____________________
______________________ ________________________
__________________.
_______, (complimentary close) _______,
________(signature line) (complimentary close) _______,
________(signature (complimentary
line) close)
________(signature
line)
Full Blocked blocked Semi blocked

Memorandum
- It goes within the organization, that is, from one person or department to
another person or department. Specifically it is written to communicate
the following:
1. Confirm the essential points of a meeting
2. Channel updates on policies
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4. Ask data or support
5. Notifications
6. Brief reports
7. Announcement
Memorandum distinct style and format
a. Heading. Consists of the following information arranged in a unique format:
Subject line, date; To (the target reader of the memo) and From (the writer of
the memo)
b. Body. Provides the details of the memo.it is usually short, gives out
information and supporting details for the purpose of the memo.
c. Conclusion. A short statement calling to action to directed individuals.
Example format of a Memorandum
Memorandum
To: (Audience)
From: Person and Department issuing the memo)
Date: (Date sent)
Subject: (Subject of the memo)
(Opening- Get to the point in the opening paragraph. Keep things simple and short.
Make it easy and fast to read.)
(Summary- Provide enough background so all readers understand the history, but
again keep it simple.)
(Conclusion_ end with a call to action)
CC: (Send copies to anyone, affected by the memo)
Attachments : ( List any attachments to the memo. Only list items referred to in the
body of the memo.
Minutes of meeting
- Minutes are instant written account of what transpire in an organizational
meeting. Generally, meeting includes a list of attendees, a statement of
the issues considered by the participants, and related responses or
decisions for the issue.
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Tagudin Campus
MODULE - There are two kinds of

meeting according to form. These are condensed and detailed
(Francisco, 2008). When writing a condensed minutes, only the wording
of the motion, the proposer and seconder, the number of votes, and the
decision appear. Meanwhile, minutes includes a description of the
discussion preceding the voting.
When writing a minutes of a meeting, consider the following tips:
1. The language should be formal in style. Titles of persons with their last
names should be used appropriately and consistently. Use the third
person point of view be used.
2. The past tense of the verb is used to relate what happened in the meeting.
3. What happened before the meeting is related in the past perfect.
4. Both active and passive voice are acceptable.
5. Reported speech or indirect speech is used to report anything that was
said in the meeting.
6. Expressions of time and nearness must also be changed
7. Avoid using the same reporting verbs. Instead of said, the following verbs
may be used: explained, agreed, explained, remarked, assumed,
informed, stated, etc.
Letterhead
_____________Title____________
I. Call to Order
Members Present Members Absent
_____________________ _________________________
_____________________
_____________________
II. Approval of the Agenda
____________________________________________________________________
__________________________________________________________________________
III. Approval of the minutes of the last meeting
____________________________________________________________________
__________________________________________________________________________
IV. Matters arising from the last meeting
____________________________________________________________________
__________________________________________________________________________
V. New Business
____________________________________________________________________
__________________________________________________________________________
VI. Other Matters
____________________________________________________________________
__________________________________________________________________________
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VII. Adjournment Instructor: RHODA VILLAMOR
PURPOSSIVE COMMUNICATION ____________________________________________________________________
__________________________________________________________________________
Prepared by:
Tagudin Campus
MODULE
Business/ Project Proposal

- Is considered as a persuasive document. The main intent of the
proponent is to considered as a persuasive document. The main intent of
the proponent is to get the approval of the funding agency or committee.
Incident reports
- Are written to document unusual and significant events or emergencies
involving individuals who receive services or support,
Oral presentation
- Is a precious skill for evaluation tasks, interviews, and other forms of
speaking engagements.
Exercise 6.1. Memo Writing
Directions: imagine that you were asked by your boss to inform all employees in
your station to attend a meeting regarding your plan to subject your station for ISO
accreditation. Write the notice in a memo format. Use a clean sheet of a short bond
paper for this purpose.
Exercise 6.2 Convert Me

Directions: Convert the following quotations into reported speech. Make sure not to
use a reporting verb twice. The speakers are as follows:
Dr. Zion P. Guillermo - Council Chairperson
Prof. Clarizza O. Palacay - College Secretary
Mr. Vincent T. Valdez - Chair, Department of Languages
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MODULE
Ms. Richard A. Cabansag - Chair, Department of Physical
Sciences
Prof. Weena G. Alonzo - Chair, Department of Social
Sciences
1. Dr. Zion P. Guillermo
a. “We should implement the policy next semester”
___________________________________________________________
___________________________________________________________
b. “The students attended the general assembly yesterday”
___________________________________________________________
___________________________________________________________
2. Prof. Clarizza O. Palacay
a. “I need to go to the administration building today”
___________________________________________________________
___________________________________________________________
b. “She asked me to give the removal exam last week”
___________________________________________________________
___________________________________________________________
3. Mr. Vincent T. Valdez
a. “All requirements should be submitted tomorrow”
___________________________________________________________
___________________________________________________________
b. They are attending the meeting right now”
___________________________________________________________
___________________________________________________________
4. Ms. Richard A. Cabansag
a. “Today is the last day of registration”
___________________________________________________________
___________________________________________________________
b. “these documents are needed for the accreditation”
___________________________________________________________
___________________________________________________________
5. Prof. Weena G. Alonzo
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Tagudin Campus
MODULE a. “I want them to come

here.”
___________________________________________________________
___________________________________________________________
b. “Yesterday was a busy day for everyone.”
___________________________________________________________
___________________________________________________________
Exercise 6.3 Watch Me

Directions:
A. Watch the video titled “Like a Girl” from http://www.youtube.com/watch?
v=XjJQBjWYDTs.
B. After watching the video, write a short media campaign proposal of the
video. Consider the following parts:
a. Title page
b. Executive summary
c. Statement of need
d. Project description
e. Budget and budget justification
f. Biographical data and references
g. Appendices
Chapter 7
Communication for Academic Purposes
Learning Outcomes:
a. Write and present academic papers using appropriate tone, style,
conventions and reference styles.
b. Adopt awareness of audience and context in presenting ideas
c. Convey ideas through oral, audio- visual, and/or web-based presentations
for different target audience’s local and global settings using appropriate
registers.
Academic Integrity
- It is the pursuit of intellectual engagement in an open , truthful, and
responsible behavior
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Tagudin Campus
MODULE Forms of Academic Dishonesty

Cheating – this refers to the use unauthorized notes, study aids, or
information during examinations.
Plagiarism – this refers to the passing of a class requirement with ideas in part
or whole not entirely one’s work without citing the correct source.
Fabrication- this means inventing or falsifying an information, data, or citation.
Obtaining an unfair advantage- this happens when a student finds ways to place
himself/ herself in a more advantageous position over his/ her classmates in a
prejudicial way.
Supporting academic dishonesty- distribution of academic materials or providing
assistance to others with the intention of violating any forms of academic dishonesty.
Writing an Essay
Essay- is a composition that discusses a topic from a personal viewpoint. The
purpose of it is to explain or prove a point.
Three General Stages of Writing an Essay

1. Pre- writing- it is in the stage when the following are conducted: developing a
concept, gathering materials, writing the thesis, developing a plan.
2. Writing stage- this refers to the writing of the first draft. To start your paper
establish your thesis. Then support it with data and information based on your
research.
The essay has three parts: introduction, body and conclusion. The introduction
foregrounds your topic and gives a hint on the important points within the essay.
The body paragraphs support the thesis. The conclusion serves as a reminder of
the main idea of the essay.
3. Post- writing stage. The first draft may be disorganized. That is why it is also
important to edit your paper by rearranging and by adding paragraphs,
omitting or adding information and ensuring the flow and continuity of ideas.
Writing a Publishable Academic Research
Writing an article or research can be a reality with appropriate efforts and
approach. Once you decide to write on the topic of your research, the most important
factor is just begin the process.
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Tagudin Campus
MODULE There are three general parts of the

structure of a research article for journal publication
 Preliminary parts- are the shortest as compared with the other general parts
of the article; but they are the most important as these may be the only parts
that are to be read by journal editors or readers. These include the title,
abstract, and keywords.
 Title- may be the only part of your paper that gets read- first by the
journal editor, later by your readers.so make it’s every word count.
The title is the most concise summary of the main point of your paper.
 Abstract- an abridged version (ranging from 150 to 200 words) of the
most important results of the study, comes after the title. It is one
paragraph and it includes the following: one sentence situation
background of the study; the objectives/ problems of the study; the
methodology; the salient findings. The conclusion may be explicitly
stated.
 Keywords are the significant terms or concepts related to the
research study. It may come from the title, statement of the problem,
or research paradigm. The maximum number of key words is 5.
 The Research Article. The meat of the research article usually contains four
parts: introduction, methodology, results and discussion, and summary.
However, a number of institutions follow the IMRAD format- Introduction,
Methodology, Results, and Discussion.
1. Introduction- this is the beginning of the paper. It includes the
situation analysis, the framework, the statement of objectives and
definition of terms.
a. Situation Analysis- presents the background of the problem. It is a
discussion of the what’s and the why’s of study- why the problem
was selected and what the situations are under which the
problems exists.
b. The Framework of the Study- is a presentation of major theories
and concepts from which the study was derived and anchored. It
is drawn from the review of literature and studies that shape the
research problem.
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Tagudin Campus
MODULE c. The statement of

objectives- is composed of two sections: the general objective/
problem and the specific objectives.
d. Definition of terms- is the section that contains terms that are
relevant in understanding the study. It can be conceptual and
presented verbatim if the term, as used in the study has the same
definition as written in the cited sources.
2. Methodology this part covers the research design, data sources,
materials and procedures, instrumentation and data collection and
data analysis.
3. Results- this section involves the presentations of your research data.
Be sure include only factual data. Fabrication of data is unethical.
4. Discussion- it is in this section where you explain the trends of data
that you presented in Results. Writing a good Discussion is hard
work.
A research paper also include supplementary parts:
1. Conclusion section- draws generalization for the population and
circumstances for which the evidences have been collected. The number of
your conclusions should be parallel to the number of specific findings based
on the specific problems/ objectives you mentioned in the Introduction.
2. Acknowledgments section- as the researcher, you express here your gratitude
to significant individuals who provided you support all throughout the conduct
of the research.
3. References section- allows your reader to observe the scope of the
investigation behind the report. It also permits the reader to easily locate the
full bibliographic information of the materials cited in the text and retrieve any
source cited in the body of the paper.
4. Appendices section- guarantees a check upon the validity and truthfulness of
the research evidences you present in the text.
5. Finding sources- good research requires the use of the wealth of resources
available to answer your questions and raise new questions. These reference
materials include:
 Electronic sources
Course Code GEN .ED

Tagudin Campus
MODULE  Periodicals
 Internet
 Dictionaries and thesauruses
 Glossaries and indexes
 Encyclopedias
 Atlases
 Journals
 Corporate publications
 Lectures, correspondences
 Multimedia
 Interviews
 Questionnaires
6. Literary analysis- is the formal study and discussion of works of any form of
literature. Its ultimate purpose is to carefully examine and evaluate a piece of
prose or poetry.
7.
Exercise 7.1 Analyze Me
Directions:
A. Read the literary analysis of “The Story of an Hour”
B. Find the component parts, namely, the introduction, the body, and
the conclusion
C. Determine at least three writing techniques used by the author in
the literary analysis. Cite the passages that illustrate these
techniques. Discuss the importance of using these techniques in
literary analysis.
Exercise 7.2 Essay

Direction: Write an essay about the impact of communication technologies to the
environment. Write your article on a clean sheet of short bond paper.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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Tagudin Campus
MODULE _____________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
______________________________________
Course Code GEN .ED


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ILOCOS SUR POLYTECHNIC STATE COLLEGE

BACHELOR OF SCIENCE IN INFORMATION TECHNOLOGY

Course Code GEN .ED

MODULE I. COURSE TITLE:

II. COURSE OVERVIEW:

Purposive Communication is a three- unit course that develops students’

III. COURSE STUDY GUIDE:

MODULE copy the work of your

IV. COURSE STUDY SCHEDULE:

Week Topic Learning Special Instructions

Course Code GEN .ED

Course Code GEN .ED

Week 11 Module 5. Read Information Research more information or

Course Code GEN .ED

To pass the course, you must:

2. Pass all examinations:

Course Code GEN .ED

MODULE VI. How to use this

DO NOT WRITE ANYTHING ON THIS

This tells you to take note of or to remember an important point.

This tells you there is an intended learning activity for you to

This tells you there is an assignment or research activity to be

This tells you there is an Assessment or Self- test

Communication and Communication Process

- Originated from the Latin word communis or communicare, which means

- There are also various channels of communication to consider within the

The communication is a dynamic process that begins with the conceptualizing

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MODULE Seven major elements of

- The sender or the communicator is the person who initiates the

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MODULE verbal such as body

- Here, the receiver interprets the sender’s message and tries to

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MODULE Note: The Noise shows the

Tips for improving the communication process

 Simplify your message: In order to ensure your message is properly

Activity 1.1 Nonprose Reading

Principles of Communication or the 7 C’s of communication:

Principles are basic truths, standards, morals, values rules, concepts,

Course Code GEN .ED

MODULE of the message. This way, it is more

Example: Writing an e-mail to different clients to invite for an

Example: While giving a presentation on a particular topic, the

Example: While writing e-mails or business communication letters, the

Course Code GEN .ED

Example: In sales meetings in organizations, communicating the

Example: Online shopping sites display complete information on

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MODULE of own and receiver’s feelings.

Example: While communicating with employees for their counseling, HR

Example: When there is a change in any HR policy, the HR Head

1. Be Honest- means choosing not to lie, to cheat, or to deceive anyone in any

Course Code GEN .ED

MODULE 6. Be respectful- it means when

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Think and Share

Course Code GEN .ED