Module GEd-106-Purposive-Communication 1st year PDF

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A Module in GEd 106 – Purposive CommunicationThis module was developed by Dr. Kristoffer Conrad M. Tejada, Dr.Maria Luisa A. Valdez, and Dr. Ronel M. Sapungan, all of Batangas StateUniversity, Batangas City, Philippines, as part of the university’s transition toflexible, alternative mode of teaching...

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BatStateU

Purposive Communication

A Module in GEd 106 – Purposiv Purposive e Communication This module was developed by Dr. Kristoffer Conrad M. Tejada, Dr. Maria Luisa A. Valdez, and Dr. Ronel M. Sapungan, all of Batangas State University, Batangas City, Philippines, as part of the university’s transition to flexible, alternative mode of teaching and learning.

No part of this module may be reproduced, reprinted, distributed, or transmitted in any form or by any means without prior written permission of the module developers or of Batangas State University, except in the case of brief quotations embodied in critical reviews and certain other non-commercial uses permitted by copyright law.

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TABLE OF CONTENTS Title Page

1

Table of Contents

3

Foreword

4

Brief Description of the Module

5

Course Description an and d Intended Learning Outcomes

7

Model Utilized

8

Lesson 1: Communica Communication tion Principles and Ethics

9

Communication and Globalization

12

Ethics in Communication

15

Lesson 2: Local and Global Communi Communication cation in Multicultural S Settings ettings

20

Communication Styles

20

Varieties and Registers of Spoken and Written Language

22

Lesson 3: Evaluating Messages and IImages mages of Different Text Types

26

The Power of Words and Images

27

Multimodality

28

Lesson 4: The Rise of New Media and Te Technology chnology Aids in Communica Communication tion Social Media Use

31

Language and the New Media

36

Communication Planning

39

Communication Strategies in Tech-based Communication

40

Lesson 5: Communica Communication tion for Work Pur Purposes poses

41

Part 1 - Oral Communication in the Workplace

41

Part 2 - Preparing the Cover Letter and Curriculum Vitae

46

Online interviews, physical/virtual meetings and etiquette

53

Preparing Correspondence via print or email

60

Preparing Letters and Email Messages with netiquette

64

Lesson 6: Communica Communication tion for Acade Academic mic Purposes

References

31

69

The Stylistic Elements of Good Academic Writing

69

Socio-political Analysis Paper

77

Position Paper

81

Research-based Documented Essay

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Foreword The global pandemic caused by CoViD-19 in the first quarter of 2020 has significantly disrupted the ways in which the general society operates. In the Philippines, the whole country was placed under a State of Public Health Emergency as early as March 08, 2020, which was followed by the declaration of an Enhanced Community Quarantine (ECQ) over the entire Luzon effective March 17, 2020. This entailed restrictions in the movement of the general population and the temporary closure of non-essential establishments and businesses, with very few exceptions. Despite the measures established by the government, reinforced by magnanimous efforts of private groups and individuals, the number of individuals with confirmed COVID-19 cases continued to rise. This phenomenon has not only affected the economic conditions and socio-political landscapes of countries all over the world, but has also altered the way educational institutions deliver instruction and provide academic and administrative services. There is a wide consensus among experts and government authorities that schools should remain closed for students even after community quarantine protocols have relaxed, and so flexible and alternative modes of teaching and learning have been adopted. For these reasons, this module on Purposive Communication (PC) was developed, guided by Memorandum Order No. 325, s.2020 by the Office of the University President of Batangas State University. The general direction given was the continuous delivery of instruction (1) without compromising quality and the attainment of Intended Learning Outcomes, but (2) considering the various contexts of the faculty and students. After a survey was conducted among faculty and students, and after consultations with various stakeholders, the developers revised the existing PC syllabus, structured content, and designed activities intended to engage students and facilitate meaningful learning in a flexible learning environment. The inputs, learning activities, and assessment tasks cover realistic scenarios that would not simply provide the professor a basis for assigning a grade, but more importantly, give students additional opportunities to learn through experience. Guided by the educational theories of asynchronous learning and differentiated instruction, this module offers guidance and direction for students to learn at their own pace with contextualized options for receiving inputs and submitting outputs. It is hoped that this instructional material provides sufficient support to the students in acquiring the competencies to complete the course despite the prevailing social and economic conditions. This is staying true to the constitutional mandate, as specified in Article XIV, Sec. 1 of the 1987 Constitution, to “protect and promote the right of all citizens to quality education at all levels… and take appropriate steps to make education accessible to all.”

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Brief D Description escription of the Module This module was developed in response to the call for continuous delivery of instruction, under the philosophy that learning should continue despite emerging challenges under the new normal. It is based primarily on the approved revised syllabus for Purposive Communication The module has seven lessons: Lesson 1 (Weeks 1-2) is about communication principles and ethics, including the concept of globalization as the worldwide integration of humanity. It also involves diversity and cultural sensitivity in communicating in a highly globalized environment. Lesson 2 (Week 3-4) includes communication in a multicultural world, focused on the various styles of communication and the registers of spoken and written language unique to certain cultures and in specific circumstances. Lessons 3 (Week 5) covers the power of words and images, and centers on the evaluation of messages and images of different types of text. It also introduces the concept of multimodality and how meaning is influenced by certain semiotic features of texts. Lesson 4 (Weeks 6-7) involves the rise of new media, as well as the various aids and strategies for communication using technology. It provides information, data, and statistics on social media use, and the complexities of language use in new media. It also enumerates the steps in effective communication planning, all of which segue to the topics on communication for work and academic purposes. Lesson 5 – Part 1 (Week 8) delves into the tenets and essential aspects of communication for work purposes, and lays down real-world challenges in professional, workplace communication and ways on how to address these. Midterm Exam Week (Week 9) Lesson 5 – Part 2 (Weeks 10 - 12) is a continuation of the discussion on workplace communication, but with focus on specific areas – from job application to communication in the actual workplace. This includes physical and virtual interviews and meetings, preparing correspondences, and observing netiquette in online communication.

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Lesson 7 ( Weeks 13 - 17) covers the different stylistic elements of good academic writing, which include the overall view, language, academic tone, academic diction, punctuation, academic conventions, evidencebased reasoning, thesis-driven, complexity, and higher order thinking, as well as the four key areas that may help students in refining their academic writing. The lesson also includes the guidelines in the preparation of socio-political analysis paper, position paper, and research-based documented essay. Final Exam Week (Week 18) This module presents a systematic program of study that attempts to link theory and practice. Since some of you may have weak or intermittent connectivity, the module was developed to be self-instructional to support offline, independent learning. In addition, this module presents only essential materials and activities; your professor may give additional lectures or activities from time to time.

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Purposive Communication

Cou Course rse Description Purposive Communication develops your communicative competence and enhances your cultural and intercultural awareness through multimodal tasks. These provide you with opportunities for communicating effectively and appropriately to a multicultural audience in a local or global context, in a physical or virtual environment. It equips you 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 that you will gain from this course may be used in your other academic endeavors, your chosen disciplines, and your future careers as you compose and produce relevant oral, written, audio-visual and/or web-based output for various purposes.

Intended L Learning earning Outc Outcomes omes At the end of the course, you are expected to achieve the following outcomes: ILO 1 Describe the nature, elements, and functions of verbal and non-verbal communication in multicultural contexts, as well as the effects of global issues to communication and the impact of using culturally appropriate terms, expressions, and images. ILO 2 Create clear, coherent, and effective communication materials for various academic and work purposes, observing principles of structure, style, conventions, and proper referencing, and utilizing the appropriate varieties of spoken and written language. ILO 3 Adopt socio-cultural awareness, ethics, and sensitivity in the persuasive presentation of ideas through oral, audio-visual, and/or web-based or multimodal platforms for various audiences in local and global settings using appropriate registers and non-verbal cues.

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Model Utilized The developers of this module adopted Fink’s (2003) Integrated Course Design (ICD) model to restructure your learning experience, enable you to respond at your own pace, and engage you in the learning process. You then become co-creators of your own learning. In addition, you are also given wider opportunities to work independently or with other members of the class – if the existing conditions permit – in promoting learning. The basic idea behind the ICD model is that lessons and activities are designed to be learning-centered and learner-centered, rather than simply developing a list of topics and then providing students with lots of information about each topic. In this model, several aspects were considered, founded on situational factors that affect teaching and learning activities, as well as feedback and assessment, are all anchored on desired learning goals. The interrelationships of these elements are shown in the figure below:

Figure 1. The Integrated Course Design Model (Fink, 2003)

In the context of this module, the situational factors that were considered included the professors’ and students’ contexts, since every situation is different under the current circumstances; the level of internet connectivity, familiarity with and availability of online learning platforms, the time required to cover the course based on existing guidelines, and the nature of the course. For the learning goals, the developers determined what you, the students, needed to learn vis-à-vis the course’s intended learning outcomes. Only essential topics were selected, so the identification of learning goals came hand in hand with the selection of the most significant topics and sub-topics. The learning activities were designed to allow you to explore and enable you to achieve the intended learning outcomes. As discussed earlier, these consist of simple yet meaningful and authentic tasks that could be accomplished even at home.

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The platform and manner of communication between you and your professor shall be agreed upon at the beginning of the semester. Submission of requirements and feedback would be given through electronic or digital means, or through other mechanisms mutually acceptable between you and your professor. The alternative form of assessment covers realistic scenarios that would not simply provide the professor a basis for assigning a grade, but more importantly, give you additional opportunities to learn through experience. The major requirements are authentic, with clear criteria and standards, so you are guided as to what is expected of your submission. The development of this module also adopted the principle of constructive alignment (Biggs, 2003), which is the underlying principle that shapes both the curriculum and the module so that the inputs, teaching-learning activities, and assessment tasks align with the intended learning outcomes of the course.

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Purposive Communication

Lesson 1: Commu Communication nication Principles and Ethics Learning Outcome Outcomess At the end of the lesson, you are expected to achieve the following: 1. Describe the nature, elements and functions of verbal and non-verbal communication in various and multicultural contexts. 2. Explain how cultural and global issues affect communication, and why ethical communication is essential. 3. Appreciate the impact of communication on society and the world.

Processes and Principles of Effective Communication Effective communication is a key interpersonal skill and by learning how you can improve your communication has many benefits. It sounds so simple: say what you mean mean. But all too often, what you try to communicate gets lost in translation despite your best intentions. You say one thing, the other person hears something else, and misunderstandings, frustration, and conflicts ensue. This is very true especially in the absence of physical, face-to-face communication. Communication is beyond simply putting words into thoughts and emotions. It is done effectively only when information is transmitted without changing both the content and the context of the message. Simply put, communication is the art of creating and sharing ideas for a specific purpose purpose. It comes in many forms:  verbal communication, which includes the use of language, sounds, and tone of voice  non-verbal communication, which includes body language and facial expressions  written communication, such as through journals, emails, blogs, and text messages  visual communication, which involves signs, symbols, pictures, graphics, and emojis Effective communication is dependent on how rich those ideas are, and how much of those ideas are retained in the process. In order to be an effective communicator, a number of skills have to be utilized. Which skill one chooses greatly varies and is dictated by the situation, the content or the actual information a person needs or wants to convey, and the intended recipient of that information. DID YOU KNOW? Almost 91% of professionals from the world’s top 300 multinational

companies said that communicating in English is important for work success, but only 7% of them indicate that their current level of English is sufficient for their jobs. This is based on “The Globalization of English” research study conducted by the McKinsey Global Institute. Audience Analysi Analysiss A key element in effective communication is audience analysis. “Audience” here does not only refer to the people listening to you in a public speech. Rather, it refers to anyone who is expected to receive the message you are sending. Knowing the audience, understanding their level and how they need to receive the information – also known as skills on audience analysis – are extremely important in “packaging” the message and sending it across. Audience analysis is therefore one skill an effective communicator must have. It is imperative that you find out who the audience is – who will actually receive your ‘message’ – and what they need to know. Only in doing so can you properly adjust all the other elements of communication, such as your words or registers, your tone, and your expressions. Page 10 of 98

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Another aspect that needs consideration in analyzing the audience is identifying and trying to overcome possible communication barriers barriers. These are not confined to physical noise (cars passing by, someone pounding on the table) and physiological issues (an upset stomach) , but could also include cultural difference, varying levels of expectations and experiences, and difference in perspectives and communication styles. Anyone might experience one or all of these barriers at any given circumstance, and that such barriers exist has to be recognized so that anyone who is trying to communicate can adjust and apply the proper tools and strategies to remove those barriers that prevent the message from getting across.

Principles of Effective Communication Effective communication requires a certain level of connection between and among people, allowing a series of exchanges of thoughts and emotions, eventually leading to mutual understanding. In order for that to happen, the following principles must be observed.

Clarity. This pertains to both the message and the purpose why the message has to be sent. The message should be clear by using appropriate language and communication channels, but equally important is that the reason for sending and receiving the message must be understood by both sender and receiver.

Conciseness. The message should be as brief as may be required depending on one’s purpose, especially in most modern contexts in the business and academic fields where time is of the essence. It should be devoid of trivial details that would hinder communication.

Completeness. Despite its conciseness, the message should still be complete and accurate. Whenever necessary, background information should be given to provide better context; facts and observations may also be helpful.

Organization. Effective communication is usually planned in order to ensure the systematic flow of ideas and transition from one point to another. There are instances, however, when communication is impromptu, but this should not be an excuse for an organized presentation of ideas.

Empathy. The sender of the message should be sensitive to the needs and interests of the receiver. In case of face-to-face communication, the speaker must always be conscious of the reaction of the listener and adjust his/her communication strategy accordingly.

Flexibility. Different people have different communication styles, and consequently, different expectations. Effective communicators know how to adapt to the varying needs and expectations of their audience, and modify the message or the way the message is sent to avoid misunderstanding or misinterpretation.

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