PURPOSIVE COMMUNICATION

(REVIEWER)
LESSON 1 Communication: Elements and Processes
COMMUNICATION- A fundamental to the existence and survival of human beings.
It is generally exchange of thoughts, ides, concepts, and opinions or views between among two or
more people in a various context.
COMMUNICATION- “is a process”

COMMUNICATION was deprived from LATIN words;

 CON which means “with”
 MUNUS which means “a business”
 COMMUNUS which means “common”
 COMMUNICO means “to confer” or “to relate with one another” (Igoy et al., 2014).
Purposive Communication
It is an intentional communication that happens within the bounds of specific contexts
(Magan et al., 2018).
Three (3) purposes of communication
- To entertain (e. g watching blogs and etc.)
- To inform (e. g news, educate, podcast and etc.)
- To persuade (e. g political campaign, marketing, T.V commercials)
FORMS OF COMMUNICATION
sender- message- channel- receiver- feedback
ELEMENTS OF COMMUNICATION

SENDER- The source of the message and initiates the communication process.
Also called as the “encoder”, initiator and writer
The one who starts the communication.
MESSAGE- An element which meaning or information that is transmitted in the communication
process.
CHANNEL- It refers to the “medium” that the sender uses to deliver the message.
It maybe delivered orally, written or through actions.

EXAMPLES OF CAHNNEL
 Face to face conversation
 Videoconferencing (G-meet, Facetime, Zoom and etc.)
 Audio Conferencing (Phone call, messenger call and etc.)
 Written a letter or a memo
 Blogs
  Chats and messaging
VERBAL- written or spoken
NON-VERBAL – refers to anything without usage of words
Example of non-verbal: smiling, waving hand, and body language.
RECEIVER- The listener or reader in the communication.
The one who “decode”
Also called listener, reader, interpreter and decoder
FEEDBACK- The reaction or the response of the receiver. If, the message has been delivered
successfully.
Also called reply, reaction and response
NOISE OR NOISE BARRIER- It maybe physical or non-physical
PHYSICAL NOISE- refers to disruptions found in the environment
Examples: people shouting, vehicle noise, loud music and noises of animals
NON- PHYSICAL NOISE- refers to the language, culture and biases
ADJUSTMENT- An action which the sender or the receiver does, when the message is not
understood due to the barrier.
CONTEXT- According to Magan (2018) context includes:
 Settings of environment (home, school, workplace, religious and communities).
 Social relations (family, friends, husband and wife, parents and child,
colleagues/boss/subordinates in the office).
 Scenes which include place, time and occasion. (Business meeting, job interview, social
gathering, parties and weddings etc.).
 Culture (history, tradition, beliefs, norms and values).

LESSON 2: MODELS OF COMMUNICATION

TRANSACTIONAL MODEL- receive feedback from the other party
Own interpretation
ARISTOTLE MODEL OF COMMUNICATION
speaker speech OCCASION audience effect

was created during ancient Greek period and most important in the process

ETHOS, PATHOS, LOGOS

ETHOS (credibility/trust)- expert to a particular field
 Documentation
 Source Quality
  Tone and Diction
PATHOS (emotions/imaginations)- connecting to the audience
 Anecdotal
 Evidence
 Emotional Appeals
 Visuals

LOGOS (consistency/logic)- what is happening into a conversation by including facts and

statistics
 Facts
 Statistics
 Expert
 Testimony
 Logic
 Organization
LASWELL’S MODEL OF COMMUNICATION
WHO? SAYS WHAT? IN WHICH TO WHOM? WITH WHAT
CHANNEL? EFFECT?

Communicator or Message or Media or Audience or Effect or to be

Sender Information Channel Receiver informed

Control Analysis Content-Analysis Media Analysis Audience Effect Analysis

Receiver

News Reporter Negative Impact BBC TV Public Aware People

of Soc Med

SHANNON AND WEAVER MODEL OF COMMUNICATION (1949)

Shannon and Weaver argued that there were three (3) levels of problem for communication within
this theory.
THREE (3) levels of problem for communication:
THE TECHNICAL PROBLEM: How accurately can the message be transmitted?
THE SEMANTIC PROBLEM: How precisely in the meaning conveyed?
THE EFFECTIVENESS PROBLEM: How effectively does the received meaning affect behavior?
THE SHANNON-WEAVER MODEL OF COMMUNICATION

SENDER ENCODER CHANNEL DECODER RECEIVER

Information source Transmitter Noise/Feedback Reception Destination

THE OSGOOD-SCHRAMN MODEL OF COMMUNICATION

(TWO (2) WAY PROCESS)
ENCODER MESSAGE DECODER
INTERPRETER INTERPRETER
DECODER MESSAGE ENCODER
BERLO’S SMCR MODEL OF COMMUNICATION
SOURCE MESSAGE CHANNEL RECEIVER
Communication skill Contents Hearing Communication skill
Attitude Elements Seeing Attitude
Knowledge Treatments Touching Knowledge
Social System Structure Smelling Social System
Culture Code Tasting Culture

GENERAL PRINCIPLES OF EFFECTIVE COMMUNICATION

 Know your purpose in communicating
 Know your audience
 Know your topic
 Adjust your speech or writing to the context of the situation
 Work on the feedback

PRINCIPLES OF COMMUNICATION
MISCOMMUNICATON
 CONFUSION
 ARGUMENT
 ANIMOSITY
 MISUNDERSTANDING

Practices to avoid miscommunication

 Recognize or engage verbal and non-verbal
 Listen with ears and eyes
 Take time to understand
 Be aware in own perception/ how you interpret, share your perception to understand
It is also known as 7C of communication
CLARITY- the message should be clear in order to be understood. It is responsibility of the sender
to transmit a clear message by using simple words, avoiding ambiguity and by choosing a
language which the receiver uses.
COMPLETENESS- speaker required to provide all necessary information in the message so that
he/she will get the desired feedback. His/her should not assume that the receiver had a prior
knowledge or leave out some important details.
CONCISESNESS – short but complete messages are preferable in a communication. Direct to the
point.
CONCRETENESS- being specific, Information to be transmitted must include facts and figures of
credible.
COHERENCE- become more understandable or organized. It is more effective if the message is
presented from general to specific or vice versa.
COURTESY- being polite in communicating to another person. This must be observed whatever
the context of communication is. It is important to participants in the communication process to
maintain respect one another to achieve a peaceful transaction ort communication.
LESSON 3: INTERCULTURAL COMMUNICATION
Language is linked to intercultural communication understanding. It acts as a way to bridge
misunderstanding between people of different cultures.
INTERCULTURAL COMMUNICATION- A medium of exchanging ideas with transmitting
cultural practices to other people in the community.
It refers to interaction with people from the diverse culture (Jandt,1998)
FORMS OF INTERCULTURAL COMMUNICATION (Jandt, 1998)
Interracial communication- communicating with people who are of different races
Examples: Meeting of African Americans and White Americans to talk about anti-racism
strategies; Dialog between the Filipinos and the Chinese regarding territories
Inter-ethnic communication – interacting with people of different ethnic origins
Examples: Peace talk between the Moro people and the
Cebuano ethnic group; Conference on ethnicity intended for Asian and Native Hawaiian people
International communication – communication among representatives of different nations
Examples: International Summit participated by the
Presidents of different countries; Search for Miss Universe
wherein each country is being represented

Intra-cultural communication – interacting with members of the same racial or ethnic group or
co-culture
Examples: Community assemblies; institutional meetings
IMPROVING INTERCULTURAL COMMUNICATION COMPETENCE
Effective local and global communication requires a great deal of cooperative conversation. In
these conversations, all communicators, regardless of their cultural background and the context,
must observe norms or conventions. (Manzano, 2018).
FOUR (4) MAXIMS: PRINCIPLES OF COOPERATIVE CONVERSATION
MAXIM OF RELATION- When communicating, it is important to be relevant and to say things that
are pertinent to the discussion. Clarity, brevity and logical order help span cultural and contextual
gaps.
MAXIM OF QUANTITY- Communication is enhanced when we observe a “fair-share-talk of time.”
Everyone should be given the opportunity to talk and should not dominate the event and every
participant should be sensitive to time, giving others the chance to talk. The communicator should
take care to give as much information as is needed, and no more.
MAXIM OF QUALITY- Every interlocutor should maintain what is true in a given conversation. Do
not add or deduce information. There must be truth in every word that is uttered.
MAXIM OF MANNER- This maxim focuses on how something is said. In a local culture,
the manner of saying word often conveys more than the word itself. Tone of voice and body
language meanings vary greatly from culture to culture. This is evident in the examples of common
body language in multicultural settings as presented by Manzano (2018). In multicultural settings,
body languages have varied meanings.
NON-VERBAL COMMUNICATION EXAMPLES:
SHAKING HANDS- In the Philippines and in America, the cultural gesture of shaking hands upon
greeting is considered the norm when doing a person-to-person introduction. To refuse a
handshake is considered an insult or a very rude gesture. In Saudi Arabia, a man can shake a
man’s hand after meeting him but cannot shake a woman’s hand at all in greeting.
OK SIGN HAND GESTURE- The OK hand gesture in America and England is considered a
general gesture that denotes an agreement of sentiment. An OK sign in Brazil is the equivalent of
using your middle finger as a gesture in America. The OK hand gesture is taken as an insult in
most Latin American countries, Austria and France.
THUMBS UP- This widely recognized sign of approval or agreement is actually
used as an insult in Bangladesh. In certain parts of the Middle East, thumbs-up is definitely a
highly offensive thumbs-down.

BALANCE POSTURE- This is common in North America and European countries but in Asia and
the Middle East, it is considered disrespectful where a straight and balanced posture prevails as a
norm.
EYE CONTACT- This is considered a positive aspect of body language in the Philippines. It is also
common in Spain and the Arabic culture (among people of the same sex). Not looking back when
someone is looking at you is considered disrespectful and demonstrates insecurity, lack of
interest, or indicates deception.
HEAD NOD-UP AND NOD-DOWN- The head nod up and down generally means agreement,
approval, or “yes” while head nod from side to side or head shake means the “no” for Filipinos and
Americans. To Bulgarians and Greeks, nodding up and down indicates negative response for they
are known for their unusual manner of saying “yes”
and “no.”
TUG EARLOBES- The Portuguese tug their earlobes to indicate tasty food. Spaniards use this
gesture to signify that someone is not paying for their drinks. In Italy, it insinuates sexual
innuendos.
 VARIETIES AND REGISTERS OF SPOKEN WRITTEN LANGUAGE
PRONOUNCIATION
PHILIPPINE ENGLISH- pronounced words as they are written or spelled out making it syllabi-time
and not stressed-timed.
AMERICAN ENGLISH- blend syllables or sometimes even drop some sounds making syllables
short.
WORLD ENGLISHES- “WE” a term for many localized varieties of English used across the globe.
LANGUAGE VARIETY (LECT)
DIALECT- a geographical variant of a language (Hickey, 2012)
SOCIOLECT- a variety of language used by socioeconomic class, a profession, an age group, or
any other social groups (Nordquist, 2018).
Examples: Shelemet, Ganda ka, Awra and Warla.
IDIOLECT- the distinctive speech pattern of an individual
 Vocabulary appropriate to various interests and activities
 Pronunciation reflective of the region in which you live
 Variable styles of speaking that shift subtly depending on whom one is addressing
SLANG- Are words that are not considered part of the standard vocabulary of a language and that
are used very informally in speech especially by a particular group of people (Merriam-Webster,
2018).
Examples: Edi wow, petmalu, Lodi, low key and etc.
JARGON- A set of technical vocabulary, typically nouns (e.g., plaintiff, syllabus), associated with a
specific area of work or interest.
Plaintiff- Laws used by lawyers
Syllabus- university used by teacher
CREOLE- It is as pidgin that has become the first language of a new generation of speakers. It
says that a creole arises when pidgins become mother tongue.
Example: Chabacano also spelled chavacano
LANGUAGE REGISTERS
REGISTER- according to Eaton (2012) refers to it as the level of formality with which you speak.
LANGUAGE REGISTERS
FROZEN/STATIC REGISTER- The language is literally “frozen” in time and form. It does not
change. e.g., bible text, national anthem, constitution
FORMAL REGISTER- The speaker uses complete sentences, avoids slang, and may use
technical or academic vocabulary. Usually used in academic or business communication.
CONSULTATIVE REGISTER- This is the register used when consulting an expert such as a
doctor.
CASUAL/INFROMAL REGISTER- This register is conversational in tone. It is
the language used among and between friends. Words are general, rather than
technical.
INTIMATE REGISTER- This is a highly informal language used among
family members and close friends.
NEUTRAL REGISTER- Non-emotional, fact- based type of register
e.g., news reports and articles
LESSON 1.4: VARIETIES OF ENGLISH
VARIETIES OF ENGLISH- The two most well-known varieties of English are those of the colonial
superpowers: British English and American English (Uychoco and Santos, 2018). These two
varieties differ in terms phonology, vocabulary, spelling and grammar, although much of the
difference lies in phonology and vocabulary. The table below adapted from Finegan (2004) and
Kortmann (2005) illustrates some of the prominent differences between the two most widespread
English varieties, British and American English.
BRITISH ENGLISH AMERICAN ENGLISH
Phonology and Pronunciation • pronunciation of /r/ only • Pronunciation of /r/ in
Differences when all distributions in most
it precedes a words
consonant: hairy (/r/ is • Most American
pronounced) vs. hair (/r/ is varieties: pronunciation
not pronounced) of /a/ in words
• /r/ is dropped in word-final
positions in many British like can’t, dance etc.
varieties (speakers of Irish as short a
and Scottish English follow • /t/ usually pronounced
the American pattern rather between two vowels
than the British pattern the first syllable of
• Pronunciation of /a/ usually which is stressed
as “ah” in words like can’t and (i.e., sitter)
dance
• /t/ is usually not pronounced
between two vowels the first
of which is stressed (i.e.,
getting becomes ge-ing)

Spelling Differences Colour, labour, favour Color, labor, favor

Licence, defence License, defense
Analyse, organise Analyze, organize
Theatre, centre Theater, center
Dialled, cancelled Dialed, canceled
Instalment, skilful Installment, skillful
tyre tire
programme program
catalogue catalog
Grammar Differences Use of experiential perfect: Use of simple past: Did you
Have ever go to Rome?
you ever gone to Rome? Simple past can be used: He
just finished his homework;
With certain adverbs (e.g., She left already.
just, Two past participle forms
already, recently): He has just of get: got and gotten. Their
finished his homework; She use marks a semantic
has left difference:
 already. • gotten = used to
No use of additional past indicate situations
participle which are dynamic or in
form gotten of the verb get progress
• got = used to indicate
static situations and
resultative states:
• They’ve gotten
interested (have
developed interest in)
versus They’ve got
interest (are
interested)
Vocabulary DifferencesLift Elevator
Petrol Gas/Gasoline
Lorry Truck
Queue Line
Torch Flashlight
Boot Trunk (of a car)
Trainers Sneakers
Jumper/pull-over Sweater
Chips French fries
Crisps Potato chips
Biscuit Cookie
Peckish Hungry
Aubergine Eggplant
Flat Apartment
Chemist’s Drugstore/Pharmacy
Windscreen Windshield
Indicator Blinker
Timetable Schedule
Rubber Eraser
Post Mail
Holiday Vacation
Nappy Diaper
Loo Restroom
Telly Television
Sweets Candy
PHILLIPINE VARIETY OF ENGLISH
The late Danilo Dayag proposed that Philippine English is a legitimate nativized variety of English
which shares some linguistic properties ascribed to other varieties of English but has features that
are peculiar to it. Uychoco and Santos (2018) added that Filipino English has its own
idiosyncratic usages in terms of vocabulary and the meanings assigned to words. For instance,
comfort room is a Philippine term for “washroom,” “toilet” or “Lavatory,” and the word salvage does
not necessarily mean “to save” but connotes something evil (murder brutally). Madrunio and
Martin (2018), on the other hand, described the Philippine variety of English as difficult to
understand. To support their point, they said that stick refers to cigarette, high blood means upset
or tense, and blow out means to treat someone. Other terms unique in Philippine English include
studentry (student body), motel (used for extramarital affairs), Amboy (a Filipino perceived to be
too American), Pulot boy (boy who picks up tennis balls in a game), and balikbayan box (a large
box where Filipinos returning from abroad place all their shopping). Pronunciation-wise, Philippine
English is (1) rhotic, which means that r’s are pronounced, but the local /r/ is pronounced behind
the upper teeth. (2) It is syllable timed, which means that there is a rhythm in which syllables occur
at the same\ time interval weather or not they are stressed (3) Certain polysyllable words have
distinctive stress patterns, as with elígible, establísh, cerémony. (4) Intonation is widely
characterized as ‘singsong.’ (5) Educated Filipinos aim at an American accent but have varying
success with the vowel contrasts pronouncing sheep as ship, full as fool, and boat as bought. (6)
Few Filipinos have the /a/ sound in American English mask; instead, we use the /a/ sound as in
American English father.