INTERNATIONAL EDUCATIONAL FOUNDATION

COLLEGE OF ARTS, SCIENCES AND PEDAGOGY

Languages Department

PURCOM
Purposive Communication

Prepared by:

Greece M. Ibañez
INSTRUCTOR

MODULE: MIDTERM (WEEK 1 - 3)

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 Week 1:

Local and Global Communication in Multicultural

Settings

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Week 1 : Local and Global Communication in Multicultural Settings

Introduction:
To effectively communicate, we must realize that we are all different in the
way we perceive the world and use this understanding as a guide to your
communication with others.
-Tony Tobbins-
Discussion:
Determine the message of this picture. What does it tell us?

The picture above mirrors globalization. Globalization is the increasing

economic, political, and cultural integration, and interdependence of diverse
cultures -- the worldwide integration of humanity. Globalization requires that we
pay attention to the related concept-diversity-the recognition and valuing of
difference encompassing such factors as age, language, gender, race, ethnicity,
ability, religion, education, marital status, sexual orientation, and income.
Effective communication and the ability to understand cultural differences
are skills that are deficient in today’s society.
Culture is the set of shared attitudes, values, goals, and practices that
characterizes and institution or organization. It also refers to the set of values,
conventions, or social practices associated with a particular field, activity, or societal
characteristic. When a person from one culture sends a message to a person from
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another culture, cross-cultural communication takes place. Cross-cultural
communication continually involves understanding caused by misperception,
misinterpretation, and misevaluation.
Cultural background affects how individuals view the world, what they
value, and how they interact with others.
The Core Cultural Dimensions:
a. Race and Ethnicity
b. Gender Roles
c. Age Diversity
d. Physical Disability

1. With the topic discussed, answer these questions:

a. Do you feel prepared to communicate in a society that is a nation of
minorities? Why?
b. Do you have the understandings and sensitivity you need to interact in a
global community in which other persons may look, act, and think
differently than you do? Explain.
c. Are you ready to embrace diversity? How?

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Read Flight from Conversation by Sherry Turkle at
https://www.nytimes.com/2012/04/22/opinion/sunday/the-flight-from-
conversation.html?pagewanted=all
1. Answer the following questions about Flight from Conversation:
a. What is the main idea?
b. How does the author support the main idea?
c. What is the difference between conversation and connection based on
the article?
d. What does being alone together mean? Cite specific instances.
e. What does Flight from Conversation do to us?
f. What does the writer suggest so we can make room for conversations?
g. What new culture is introduced by technology?
h. Does communication become more effective with this new culture?
i. Explain the line “We expect more from technology and less from one
another.”
j. How do you see our society ten years from now as a user of technology?

2. Write a reaction paper about Flight from Conversation.

Be mindful of these guidelines in preparing the reaction paper:
Introduction: (1st paragraph)
Sentence 1: Title, author, publication/ source of the material
Sentence 2, 3, 4: Brief summary of the material
Sentence 5: Statement that makes your opinion (focus
statement)
Body: (2nd paragraph)
How do I feel about what I read?
Do I agree or disagree with the author/ writer?
Are there points I agree or disagree with? Why or why not?
Can I identify myself with the situation?
How is the material related to my life and my experiences?

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Conclusion: (3rd paragraph)
Restatement of what you have said in the paper or the overall
reaction
Criteria:
Organization – 40 pts.
Grammar – 30 pts.
Writing Conventions – 30 pts.
100 pts.
Note: Use short bond paper (1-2 pages), spacing 1.5 bet. sentences,
double space bet. paragraphs, Arial 12, black ink, 1-inch margin both
sides.

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 Week 2:

Varieties and Registers of Spoken and Written

Language

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Week 2 : Varieties and Registers of Spoken and Written Language

Introduction:
Languages vary according to either the user or its use. Variations according
to use are called registers. A register is a variety of a language that is appropriate
in specific situations. More generally, the term refers to degrees of formality in
language use. It is one of the many styles or varieties of language determined by
such factors such as the audience (who), the topic (what), purpose (why), and
location (where).
Different situations and people call for different registers. There are five
language registers or style. Each has an appropriate use that is determined by
different situations.

Discussion:
 Static Register
This style of communication rarely or never changes. Language is literally
“frozen” in time, content and form. It does not change
 Formal Register
This language is used in formal settings and is one way in nature. This use of
language usually follows a commonly accepted format. It is usually impersonal
and formal.
 Consultative Register
Consultative register is a standard form of communication. This is the
register used when consulting an expert and the language used is more precise.
It is formal and societal expectations accompany the users of this speech.
 Casual Register
This informal language or conversational in tone register is used by peers and
friends. Words are general rather than technical. Slang, vulgarities and
colloquialisms are normal. This is group language.
 Intimate Register
This communication is private. It is reserved for close family members or
intimate people e.g. husband or wife, siblings, parent and children. It is best
avoided in public and professional situation.

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1. Objective Assessment: Four options are given for each number but one of
them is incorrect. Cross out the wrong word.
a. Nonverbal language is (direct, spontaneous, unuttered, felt).
b. An interlanguage is believed to be (lasting, temporary, interim,
transitional).
c. English dialects exist in some society circles which are called (expanding,
outer, secondary, inner).
d. Registers differ not only according to topic but also according to
(purpose, semantics, context, audience).
e. Proficiency in English is useful in (reporting, emailing, researching, texting).
f. Let us (accept, avoid, respect, endure) cultural differences for a
harmonious and profitable coexistence with people in this global society.

2. Reflective Assessment: Write down the sample texts or utterances by

completing the table. Give at least three sample texts or utterances for each.
COMMUNICATION CONTEXTS SAMPLE TEXTS OR UTTERANCES
a.
Millennials in conversation in
the canteen or at the study b.
table
c

a.

Business Letters b.

c.

a.

Elders/Parents during meals b.

c.

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 Week 3:

Evaluating Messages and Images

Multimodality
Communication Aids and Strategies Using Tools of
Technology

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Week 3: Evaluating Messages and Images

Introduction:
Critical readers, thinkers, and writers get intellectually involved. They
recognize that meanings and values are made, not found, so they pose pertinent
questions, note significant features, examine relationships, and consider credibility
of what they read, see, or hear.
When your read critically, for example, you recognize the literal meaning of
the text, making inferences about implicit or unstated meanings, and the make your
own judgment in response.

Discussion:
Most people are thinking of words on a printed page whenever they talk
about reading texts. However, advances in technology have made it easier than ever
to receive information in a variety of ways. It is essential to be able to “read”
critically not just written texts but visuals, sounds, and spoken texts as well. Texts
refers to works that readers, viewers, or listeners invest with meaning that can be
critically analyzed. These texts can also be termed as messages.
Visual images help the reader read and understand text. Visual information
can support reading and help make meaning of texts. Visual images in the world
today are increasing and becoming important as most information is presented as
combination of words and images. It is essential that you as students not only have
the capacity to derive literal meaning from texts but also to develop an
understanding of how the texts are produced.
Visual literacy is the ability to decode, interpret, create, question, challenge,
and evaluate texts that communicate with visual images as well as, or rather than,
words. Visually literate people can read the intended meaning of a visual texts,
interpret the purpose and intended meaning, and evaluate the form, structure and
features of the texts. As students, you should learn to critically analyze the visual
texts and the socio-cultural context surrounding the information.

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When we critically evaluate messages and images, consider the following:
3. Texts or messages. A visual text may be represented in different context or
appropriated for different purposes or effects, especially in advertising.
Whenever possible, ask questions about the following.
a. Writer
b. Purpose
c. Audience
d. Content
e. Context
4. Visuals. It is important to critically evaluate images like any other source, such
as journal articles or books, to determine their quality, reliability, and
appropriateness. Visual analysis is an important step in evaluating an image and
understanding its meaning. The following can help guide your analysis and
evaluation.
a. Content
b. Visual
c. Context
d. Image
e. Technical Quality

• Evaluate the image then answer the following questions below.

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• What do you see?
• What are the most important visual elements in the image?
• What is the purpose of the image?
• What might have motivated the artist to illustrate this?
• To whom do you think the artist is trying to inform or persuade?
• What information does the artist want to tell?
• Create a caption or tag line for the image.

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Week 3: Multimodality

Introduction:
The concept of visual literacy makes use of multimodal texts. Multimodal,
proposed by Kress and Jewitt in 2003, refers to the integration of different
modes of texts to create meaning and convey messages. The multimodal
approach takes into account how semiotic systems fulfill the purposes of the text,
the audience and context, and how these choices work together in the organization
and development of information and ideas.

Discussion:
Multimodal texts can be delivered via different media or technologies. They
may be live, physical (printed paper), or digital (electronic). When your teachers
use photos, electronic magazines, electronic books, mobile web, video, etc., then
they are using a multimodal teaching approach.
Given, that there are more elements involved (contextual, movement, and
inevitable surrounding images and advertisements), electronic text is far more
complex than static printed text. Subsequently, you need to have the appropriate
literacy skills to scrutinize, navigate, search, and draw relevant meaning.

1. Create a caption or tagline for one of the images or posters that follow.
Choose only one. Your caption or tagline shall be in a form of a phrase or a
clause in not more than 7 words. Creatively incorporate the tagline in your
chosen poster. Be able to explain your caption or tagline.

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Option 1:

Option 2:

Option 3:

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 Option 4:

Rubric: Poster Caption / Tagline Evaluation

10 pts. 9-8 pts. 7-6 pts. 5-4 pts. Score
Craftmanship The caption is The caption is Caption is The caption is
exceptionally attractive in acceptably distractingly
attractive in terms of attractive messy.
terms of neatness, good though it may
neatness, well- construction, be a bit messy.
constructed, and not very
and not messy. messy.
Creativity and Caption is Caption is Caption is The caption
Relationship exceptionally creative and creative and does not
to the images creative. A lot good amount of some thought reflect any
of thought and thought were was put into degree of
effort were put into decorating it. creativity.
used to make decorating it. Caption less Caption does
the banner. Caption is quite relates to the not relate to
Caption is close to the image. the image.
closely related image.
to the image.
Originality Exceptional use Good use of Average use of No use of new
of new ideas new ideas and new ideas and ideas and
and originality originality to originality to originality to
to create create caption. create caption. create
caption. caption.
Grammar There are no There is one There are two There are
grammatical grammatical grammatical more than
mistakes on mistake in the mistakes in the two
the poster. poster. poster. grammatical
mistakes on
the poster.

TOTAL:

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Week 3: Communication Aids and Strategies Using Tools of Technology

Introduction:
Whatever your field and whatever your job, making meaning and presenting
them to the right audience are things that you need to pull through to succeed as
an individual, a student, a professional, or an entrepreneur.
These presentations whether spoken or written and formal or informal, have
become so common that they are performed at an astonishing number of “33
million times a day” (Adler, Elmhorst, & Lucas, 2013). At present, creating and
sharing them have changed dramatically because of the development of digital
communication technologies. Simple and easy-to-use media and production tolls
and resources, along with potential for immediate and universal online publication,
are now also readily accessible in the World Wide Web.

Discussion:
Although multimodal texts are often associated with digital communication
technologies, multimodal texts are not synonymous with digital. Their creation can
be of any medium: paper – such as books, comics, posters; digital – from slide
presentations, e-books, blogs, e-posters, web pages, and social media, to animation
film, and video games; live – like a performance or an event; or transmedia –
where the story is narrated using “multiple delivery channels” by means of a
combination of media platforms for instance, book, comics, magazine, film, web
series, and video game mediums or working as part of the same story (O’Brien,
2017).
As freshmen college students, you are expected to develop the ability to
produce and submit all kinds of texts including multimodal texts. With the current
technological developments, you can accomplish the tasks of creating whatever kind
of multimodal texts is assigned to you that befits your chosen field without as much
difficulty as it used to be.

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1. Why is multimodal text not synonymous with digital?
2. What literacy skill/s are needed to create multimodal texts?
3. What is plagiarism?
4. Recall one instance when you were made to prepare and submit a written
text or to make and present an oral one. What preparations did you make?

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