GE 5

Purposive
Communication

Learning
Module 3
First Semester
S.Y. 2021-2022
Prepared by Jemboy P. Ib-ib

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 MODULE 3 of 4

EVALUATING MESSAGES & IMAGES OF DIFFERENT TYPES OF TEXTS;

COMMUNICATION AIDS/STRATEGIES USING TOOLS OF TECH

I. INTRODUCTION:
This learning module will walk you to the aisle of Local and Global Communication in Multicultural
Settings. Further, this study reinforces your communicative competence and enhances your cultural and
intercultural awareness through multimodal tasks that provide opportunities for communicating effectively
and appropriately to a multicultural audience in a local or global context. It equips you with tools for critical
evaluation of a variety of texts and focuses on the power of language and the impact of insights that you
gain from this course may be used in your academic endeavours. Thus, in business and workplace situations
an effective communication is vital to a company’s overall success.
These chapters concern on evaluating messages and/or images of different types of texts reflecting different
cultures allow you to use your critical thinking skills. The higher order thinking skills will be activated as
you explore your ideas and use your critical thinking through evaluations of various texts and images.
Further, these two topics bring you to communication aids and strategies, using tools of technology.
Presentation skills in the 21st century show a balance between content and presentation skill-using
computer-based media, audio-visual media, and low-tech media. This ability shows how competent our
students are in exploring and manipulating technology in your presentations. However, the low-tech tools
of communication serve as alternatives or support, hence, equally significant in any presentations.
The discussion in this module comes from internet resources, printed materials, and among others. As your
facilitator of learning in GE 5, I will enrich our discussion by presenting information with citations. If you
have questions please do not hesitate to call, email, text or chat with me on the details provided in the
Teacher Intervention Section of this module.

II. COURSE LEARNING OUTCOMES:

At the end of the course, the learners are expected to:
1.1 Demonstrate broad and coherent knowledge and skills in the professional/ creative work,
innovations, and lifelong learning in the respective field of study
2.1 Communicate ideas effectively through oral and written forms using English and Filipino
languages
2.2 Practice professional, social and ethical responsibility
5.10 Demonstrate written and oral skills appropriate for business communication
5.15.1 Show complex technique and strategies in decision-making
7.1 Apply the knowledge and skills in analysis, critical thinking, and decision making in any given
situations like examinations both oral and written;
7.1.1 Show competence when making critical thinking, analysis and decision-making in any given
situations like examinations both oral and written;

Through (4.2.1.1) excellent instruction, relevant and responsive research and/ or extension services, and
quality-assured production (4.3.1.1) of a true NOrSUnian with the core values of SAPPHIRE needed to
(4.1.1.1) become dynamic, competitive and globally responsive.

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III. CONTENTS OF THE MODULE:
This Module contains the following lessons:
Lesson 1: Evaluating Messages and Images of Different Types of Texts
Lesson 2: Communication and Strategies Using Tools of Technology

IV. DIRECTIONS ON HOW TO USE THIS MODULE PROPERLY:

In order to benefit profoundly from this module, please be guided by all the key points presented below.

1. This module contains two (2) lessons. Each lesson is explained substantively. Read the explanations
thoroughly so that you could understand the lesson fully.
2. On the first page of each lesson, you will find the specific learning outcomes (SLOs) of each lesson.
SLOs are knowledge and skills you are expected to acquire at the end of the lesson. Read them heartily.
3. You must answer the Learning Activities/Exercises (LAEs). The LAEs are designed to help you
acquire the SLOs.
4. Feel free to chat, call, text or send an email if you have questions, reactions, or reflections about the
contents or activities in the module.
5. The Practice Task/Assessment and the Assignment shall be checked by your instructor.

V. LESSON 1: EVALUATING MESSAGES AND IMAGES OF DIFFERENT TYPES OF TEXTS

SPECIFIC LEARNING OUTCOMES:
At the end of the topic, the students are expected to:
1. Discuss strategies in evaluating texts and images in multicultural contexts;
2. Apply critical reading in evaluating text and images;
3. Convey ideas through oral, audio-visual, or web-based presentations; and
4. Reflect on learning experiences.

VI. MOTIVATION
Directions: Tick the column that best describes your ability to evaluate texts and images in a
multicultural context. Answer this section as objectively as possible. Bear in mind that there are no wrong
answers.

Interpretation:
28-30: Advanced 25-27: Proficient 23-24: Approaching Proficiency
21-22: Developing 20 and below: Beginning

Usually Sometimes Seldom Never

3 2 1 0
I analyze the organizational pattern used by the author in
writing the text.
I analyze the visual and technical quality of the image.
I annotate the text.

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 I assess the usefulness, relevance, and credibility of the text
or image.
I determine the context.
I determine the organizational pattern of the text.
I determine the target audience.
I evaluate the author’s credibility.
I evaluate the source.
I make inferences
Total
Grand Total

You may take a screenshot of the result and share it to your instructor via G-mail account. Keep the
results as well and remember them as you participate in the succeeding activities.

VII. DISCUSSION:
Communication in the 21st century demands learners to become critical readers of different text types
reflecting different cultures. Texts provide the means for communicating and form an important part of
study in any given course. It is important to understand how the features of texts affect reading
comprehension, particularly in examining similarities and differences of the traditional print-based and
multi-modal texts. Pardo (2004) explains that these types of texts share characteristics that may include an
understanding of the author’s intent, the social purpose of the text, how it is structured, how well it is
written, the subject matter, vocabulary, language choices, the reading level, and other surfaces features.
Hence, evaluating text types is given emphasis on these characteristic models that offer significant
information that could help enrich an available schema.
Print-Based refers to those tests that are prepared in prints.
Multi-modal texts refer to those types of texts that use a combination of two or more communication modes
(print, image, spoken text, or live).

Multimodal Texts
When a text combines two or more semiotic systems (linguistic, visual, audio, gestural, spatial), it is
considered multimodal. Semiotic is the study of meaning-making. It explores signs and symbols as
important components of communication.
Forms of Multimodal texts:
1. Paper: This form is print-based, such as, books, comics, posters, magazines.
2. Digital: It is computer-based like slide presentations, emails, e-books, blogs, e-posters, web pages,
social media, animations, films, movies, video games.
3. Live: It is a form of actual performance or an event.

Two or more of the following semiotic systems are included in a multimodal text.
1. Linguistic system refers to the linguistic components like vocabulary, structure, and grammar of a text.
2. Visual System pertains to the color, vectors and viewpoints in still and moving images.
3. Audio System refers to the volume, pitch, and rhythm of music and sound effects of a presentation.
4. Gestural System denotes the movement, facial expression, and body language of the characters.
5. Spatial System indicates proximity, direction, position of layout, and organization of objects in space.

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Critical Reading and Listening
Multi modal texts require readers and listeners to become critical readers and listeners. Since
comprehension is the central goal of both reading and listening, the ability to comprehend multimodal texts
develops students to become critical readers and listeners as well as active evaluators of multimodal texts.
The key elements of the communication situation (sender, message, medium, receiver, and context) provide
an understanding of multimodal texts; hence, this knowledge should be expanded in order to accommodate
and include in your understanding the messages multimodal texts provide.

Critical Reading Involves:

1. Carefully considering and evaluating a reading text.
2. Identifying the strengths and implications of the text.
3. Identifying the weaknesses of the text.
4. Looking at the image and deciding how the reading fits into the greater academic context.
One who is a critical reader is inquisitive, always asks question s about the text.

However, before you consider the message, you should build up a background information about the text
or an image.

Consider the following questions (Thoughtful Learning, 2014):

Who created the message? Is the source reliable? Was it by news organization, a public citizen, an
editorial team of a scientific journal, or an advertiser?

What does the message say? Is the information fair and logical? What points of view are shared in the
message? Which ones are left out? What images or sounds catch your attention?

What type of text is used to deliver the message? What are the advantages and limitations of the text
format?

Who is the target audience of the message? How might other people interpret the message of the text?

What is the purpose of the message? Who controls the transmission of this message?

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Visual Elements

Lighting uses Camera Angle Composition

color and tone to positions the refers to the Body Language is
reflect the mood viewers so that arrangement of a non-linguistic
you are trying to they can the subject. elements which are
create in your understand the more revealing
image. relationship of Close ups: convey than words. They
the characters. tension/intimacy seem to be more
Low Lighting:
Low-Angle: catchy than the
sadness or fear Wider View:
makes the words provided in
Bright Lighting: subject appear showing the
happiness or joy the text
larger. significance of the
Soft Lighting: High Angle: setting
beauty and subject appears
romance. smaller.

Sound Techniques
Sound Effects:
This enhances a scene making it realistic.
Music:
This affects the mood & intensity of a scene.
Voice-over r Narration:
Some films/videos use a narrator other than the characters to speak to the audience.

CONVENTIONAL MEDIA
Broadcast Movies Radio
Television Music
Letters Books
Booklets Brochures
Print Magazines Comics
Cards Mindmap
Signs Sketchnotes
Billboards Visual notes
DIGITAL MEDIA
Websites Presentations Blogs
Emails Social networks Wikis
e-books Sketchnoting Streaming music
Smart phones Screencasts Streaming video
Infographics Typedrawing Rich site summary feeds
Vodcasts Podcast

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 What is the purpose of the message?

To inform: To entertain: To persuade:

The message or the text The audience is provided
The message provides the amuses the audience.
audience with a clear with well-argued ideas that
Popular entertainment can influence their own
understanding of the
concept presented by the media are appealing and beliefs and decisions.
source. This type were built inviting to advertisers Persuasive devices are easy
on society’s interest in because they are read and to recognize in
learning & keeping abreast viewed by large audiences advertisements and
of what is happening to the who can also be their commercials, but they are
world. It is also typically potential subscribers or subtle in other media forms.
free from biased messages. customers.

VIII. LEARNING ACTIVITIES/EXERCISE

Directions: Select an advertisement that catches your attention. Record, then evaluate the advertisement,
following the guide questions.

Write your evaluation here:

Who created the message? Is the source reliable? Was it by news organization, a public citizen, an
editorial team of a scientific journal, or an advertiser?

What does the message say? Is the information fair and logical? What points of view are shared in the
message? Which ones are left out? What images or sounds catch your attention?

What type of text is used to deliver the message? What are the advantages and limitations of the text
format?

Who is the target audience of the message? How might other people interpret the message of the text?

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 What is the purpose of the message? Who controls the transmission of this message?

IX. TEACHER INTERVENTION

As your facilitator of learning in GE 5, I am more than willing to walk you in the aisle of learning.
Relative to this if you have questions please do not hesitate to call, email, text or chat with me on the
details provided below:
Contact Number: 0975 182 6236
Email Address: [email protected]
Facebook Name: Jemboy P. Ib-ib

X. PRACTICE TASK/ASSESSMENT
Out-of-class activity:
As an individual task, look for a certain product (any product like shampoo, food, viand, or anything) that
you love the most. Then I want you to advertise that product to your audience thru video presentation. Your
presentation is graded based on the rubric below. Post it on our FB Group. 2 or 3 minutes.

SE- some extent VGE- very great extent GE- great extent
LE- little extent N- not at all
VGE GE SE LE N
(5) (4) (3) (2) (1)
CONTENT
The purpose is clear and well-defined.
The presentation is organized.
The presentation has an effective beginning.
The presentation has a clear message.
The presentation has sufficient supporting details such as relevant data or
examples.
The presentation has a commendable ending.
The presentation is adjusted to the needs, interests, values and beliefs of
its target audience.
DELIVERY (if video; plus factor)
The presenter looks confident and comfortable.
The presenter uses appropriate gestures and refined movements.
The presenter has a pleasant and audible voice.
The presenter observes ethical standards.
DELIVERY (if written; additional points)
The purpose is communicated within reach.
The paper contains the required components.
The major points have sufficient supporting details.
The paper is free from grammatical lapses.

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 TOTAL
GRAND TOTAL
TOTAL divided by 75

XI. FEEDBACK TO ASSESSMENT

Answer vary

XII. ASSIGNMENT
Comprehension Check:
Directions: Identify the following concepts in evaluating messages and images of different types of texts.
1. Refers to those texts that are prepared in prints, but any print text is a multimodal
text since it involves various communication modalities.
2. Pertains to those types of texts that use a combination of two or more
communication modes, for instance, print, image and spoken text as in film or computer presentations.
3. A semiotic system which refers to the linguistic components like vocabulary,
structure, and grammar of a text.
4. This mode refers to the volume, pitch, and rhythm of music and sound effects of a
presentation.
5. It is a process of reading that goes beyond comprehension of a text.
6. It requires active thinking because it goes far beyond just hearing a speaker’s
message.
7. These are non-lingustic elements that are more revealing than words.
8. This sound technique that is added after the filming enhances a scene making it
realistic although the effects themselves are often artificially produced.
9. It refers to the structuring of information in blocks of text which are connected by
electronic links.
10. It is a purpose of a message which provides the audience with well-argued ideas
that can influence their own beliefs and decisions.

XIII. REFERENCES/ READING MATERIALS

1. Ambida, R. S., Galicha, J. P., & Oandasan, R. L. (2019). Purposive Communication. Quezon City,
Philippines: C & E Publishing, Inc.
2. Barrot, J., & Sipacio, P. (2018). Purposive Communication in the 21st Century. Quezon City,
Philippines: C & E Publishing, Inc. 3. Biber, D. & Conrad, S. (2019). Register, genre, and style.
Cambridge: Cambridge University Press
4. Bullock, R. & Goggin, M. (2013). The Norton field guide to writing (4th ed). W. W. Norton and
Company
5. Dainton, M. & Zelley, E. (2016). Applying communication theory for professional life: A practical
introduction (3rd ed.). Sage Publications.
6. Holmes, D. (2005). Communication theory: Media, technology and society. London: Sage Publications.
Speech: 2016 Commitment Speech of Gina Lopez to the International Climate Change Movement

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THAT’s IT.

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