PURPOSIVE

COMMUNICATION

( SEMI - FINAL and FINAL

TERM MODULES )

Student's Name : ___________________

Time : ____________________________

Prepared by : Maria Sylvia H. Baloria

 This course is about knowing how communication types and modes complement
each other to achieve good communication.

Textbooks :
Purposive Communication in the 21st Century
by Rhodora G. Magan , Maria Christina B. Nano and Charity T. Turano
Purposive Communication using English in Multilingual Contexts
By Marilu R. Madrunio and Isabel P. Martin

This module for Semi - Finals is composed of two ( 2 ) lessons. Each lesson has the
following sections :

● Learning outcomes
● Insights
● Inputs
● Reading and understanding the topic / lesson
● Queries
● Tasks
 TABLE OF CONTENTS

TOPICS
​

Lesson 6 Ethics in Communication

Lesson 7 Forms of Communication : Communication Modes

Lesson 8 Communication and Technology

Lesson 9 Varieties of English

Lesson 6

Ethics in Communication

“​ Education without values, as useful as it is, seems rather to make

a more clever devil.”
- C.S. Lewis

The term ​ethics​ comes from the Greek word ​ethos,​ which means ​custom, habit,
character,
or outlook.

Regardless of an individual’s moral principle (relativist), ethics in communication can

take a universal approach, which can be displayed in several ways including but not limited to
the following :

1. Adhering to the golden rule or the platinum rule.

● The ​golden rule​ asserts to always treat others in the same way you want to be
treated.
● The​ platinum rule ​according to Bennett ( 1980 ) stresses on treating other the
way they wish to be
treated.

2. Considering the feelings of the receiver. ​To be ethical in communicating with others, it
will be best to maintain tact and diplomacy in our communications. If we are less careful
with our words, tone, and non-verbal gestures, people could be negatively affected.

3. Acknowledging the source of idea and information. ​It is always appropriate to

acknowledge the
sources of ideas and information. It is unethical and unlawful if the intellectual property
is not recognized.

4. Speaking the truth. ​This is the universal rule. It is unfortunate that there are a lot of
fake news
or what others call alternative facts on the Internet today. Obviously, this is a violation of
communication
ethics and should be stopped by all means.
Task 1 :

1. Research on issue/s in ethics in the context of cyber communication. How do you think
these
Issues can be resolved ? Write your response to it below. ( 10 points )
( You can write it at the back of the paper ).

2. Make a script composed of five ( 5 ) characters. The role play will be about a violation in
communication
ethics. Give your insights and analysis about the role of each character. ( 15 points )
( You can write it below or another piece of paper )

Lesson 7
Communication Modes

Learning Outcomes :

At the end of this lesson, you should be able to :

● identify the various communication modes and how they help in expressing one’s
communicative intent;
● show the importance of face - to - face audio, virtual, text -based and other forms of
communication particularly in targeting different types of audiences in local and global
settings;
● distinguish the differences between and among the communication modes; and
● use these communication modes appropriately depending on the content of the
communication situations.

Communication mode ​refers to the channel through which one expresses his / her
communication intent. It is the medium through which one conveys his/ her thoughts.
Views or feelings can be communicated through ​face - to - face interaction, video, or audio.
The mode may also be​ text - based.

Face - to - face interaction ​is the most common of all the modes. It is an informal or casual
conversation between two or more people like social conversations.

Video ​is another mode of communication like web cameras are used so that two or more
people who cannot interact face - to - face can communicate. For example, engaging in a
conversation via electronic applications like Skype, Viber, Whats App, Apple Face Time, and
Facebook Messenger, among others. In more formal settings, people can also engage in video -
conferencing. While this is a convenient communication mode for people who want to reach out
to each other despite distance, the disadvantage is the time zone difference between countries.
 In this case, one of them should make the necessary adjustments in order to have a successful
communication.

Audio​ is the third mode of communication. It means transmitted sound. Only the voice of the
speaker is heard.
Examples are telephone conversation, answering machines , voice message or voice mail,
radio, etc.
An obvious disadvantage is not being able to see the body language or cues of the person you
are talking to.
Audio communication mode is quite difficult if your are listening to people with different accents.

Text - based ​communication is the fourth and last mode of communication. E - mail, facsimile,
text messaging, and instant messaging are some of the examples of this mode. Social
networking sites such sa Facebook, Twitter, and Instagram likewise offer text - based
interaction. While text - based mode does not originally provide video and audio benefits, it has
a wide reach and can disseminate information to a bigger audience quickly.

The last three modes are all virtual in nature. Those engaged in communication are able to hear
and /or see each other in real time simulating the actual physical setting.

Comprehension Questions :

1, What are the other forms or modes of communication that have not been discussed and
which have recently
become part of virtual communication technology ?

2. With the advent of computer - mediated communication or CMC, how can you be more
responsible with what you
post in your own account as a way of conveying messages to the audience ?

Lesson 8
INTERCULTURAL COMMUNICATION

Learning Outcomes :
At the end of this lesson, you should be able to :
● demonstrate an awareness of the reality of cultural diversity;
● demonstrate an understanding of how cultural diversity affects communication ; and
● appreciate the benefits and challenges of cross - cultural communication

Each person is genetically unique. Each person has a unique genetic composition. This
uniqueness becomes even more heightened because of individual experiences. Humans are
formed by forces other than genetics. Family background, religious affiliations, educational
achievements, socio - cultural forces, economic conditions, emotional states, and other factors
shape human identities. Because of this, no two people can ever be exactly the same.

People interacting with those coming from unfamiliar cultures may have difficulties in
communication. Most people tend to conclude that miscommunication results from a speaker's
lack of proficiency in a language. What is not
realized is the fact that even with excellent language skills, people may still experience
miscommunication.

COMMUNICATING ACROSS CULTURES

by Carol Kinsey Goman ( 2011 )

Communicating across cultures is challenging. Each culture has set rules that its members take
for granted. Few of us are aware of our own cultural biases because cultural imprinting is begun
at a very early age. And while some of a culture's knowledge, rules, beliefs, values, phobias,
and anxieties are taught explicitly, most of the information is absorbed subconsciously.

The challenge for multinational communication has never been greater. Worldwide business
organizations have discovered that intercultural communications is a subject of importance - not
just because of increased globalization, but also because their domestic workforce is growing
more and more diverse, ethnically and culturally.

We are all individuals, and no two people belonging to the same culture are guaranteed to
respond in exactly the same ways. However, generalizations are valid to the extent that they
provide clues on what you will most likely encounter when dealing with members of a particular
culture.

HIGH - CONTEXT vs. LOW - CULTURE

All international communication is influenced by cultural differences. Even the choice of

communication medium can have cultural overtones. The determining factor may not be the
degree of industrialization, but rather whether the country falls into a high - context or low -
context culture.

High - context cultures ( Mediterranean , Slav, Central European , Latin American , African, Arab
, Asian, American - Indian ) leave much of the message unspecified, to be understood through
context, nonverbal cues, and between - the - lines interpretation of what is actually said. By
contrast, low - context cultures ( most Germanic and English - speaking countries ) expect
messages to be explicit and specific.
SEQUENTIAL vs. SYNCHRONIC

Some cultures think of time sequentially, as a linear commodity to “spend,” ”save,” or “waste.”
Other cultures
View time synchronically, as a constant flow to be experienced in the moment, and as a force
that cannot be contained or controlled.

In ​sequential cultures (​ like North American, English, German, Swedish, and Dutch ),
businesspeople give full attention to one agenda item after another.

In ​synchronic cultures​ ( including South America, southern Europe and Asia ) the flow of time
is viewed as a sort of circle, with the past, present, and future all interrelated. This viewpoint
influences how organizations in those cultures approach deadlines, strategic thinking,
investments, developing talent from within, and the concept of “long - term”
planning.

Orientation to the past, present, and future is another aspect of time in which cultures differ.
Americans believe that the individual can influence the future by personal effort, but since there
are too many variables in the distant future, we favor a short - term view. Synchronistic cultures’
context is to understand the present and prepare for the future. Any important relationship is a
durable bond that goes back and forward in time, and it is often viewed as grossly disloyal ​not t​ o
favor friends and relatives in business dealings.

AFFECTIVE vs. NEUTRAL

In international business practices, reason and emotion both play a role. Which of these
dominates depends upon whether we are ​affective​ ( readily showing emotions ) or emotionally
​ our approach.Members of neutral cultures do not telegraph their feelings , but keep
neutral in
them carefully controlled and subdued. In cultures with high affect, people show their feelings
plainly by laughing, smiling , grimacing, scowling, and sometimes crying, shouting, or walking
out of the room.

This doesn't mean that people in neutral cultures are cold or unfeeling, but in the course of
normal business activities, neutral cultures are more careful to monitor the amount of emotions
they display. Emotional reactions were found to be least acceptable in Japan, Indonesia, the
U.K,. Norway, and the Netherlands and most accepted in Italy, France, the U.S., and Singapore.
Reason and emotion are part of all human communication. When expressing ourselves, we look
to others for confirmation of our ideas and feelings. If our approach is highly emotional, we are
seeking a direct emotional response: “I feel the same way.” If our approach is highly neutral, we
want an indirect response : “I agree with your thoughts on this.”

It's easy for people from neutral cultures to sympathize with the Dutch manager and his
frustration over trying to reason with “ that excitable Italian.” After all, an idea either works or it
doesn’t work, and the way to test the validity of an idea is through trial and observation. That
just makes sense - doesn't it? Well , not necessarily to the Italian who felt the issue was deeply
personal and who viewed any “rational argument” as totally irrelevant.

When it comes to communication, what's proper and correct in one culture may be ineffective or
even offensive in another. In reality, no culture is right or wrong, better or worse - just different.
In today's global business community, there is no single best approach to communicating with
one another. The key to cross - cultural success is to develop an understanding of, and a deep
respect for, the differences.

COMPREHENSION CHECK ​:

1. Compare and contrast the following :

a. high - context vs. low - context

b. sequential vs. synchronic

c. affective vs. neutral

2. Discuss each and give examples.

WHAT CAN YOU SAY ?

a. if you cannot understand the person you are talking with, what will you do ? Discuss.

b. If you interact with someone from a different cultural background, What will you do ?
How will you
deal with him / her ? Discuss.

Lesson 9

VARIETIES OF ENGLISH

Have you heard about the term ​World Englishes​ ( ​WE​ ) or varieties of English ? WE
actually stands for the localized varieties of English as they are used or spoken in certain areas.

In the Asian context, the concept was introduced by Braj Kachru. The “ Three Concentric
Circles of Asian Englishes “ is attributed to Kachru. The three circles are : Inner Circle with
ENL ( English as a native language ) member countries ; the Outer Circle with ESL ( English as
a second language ) member countries ; and the Expanding Circle with EFL ( English as a
foreign language ) member countries.
 ● The countries belonging to the Inner Circle are the UK , USA , Australia, Canada , and
New Zealand.
● The Outer Circle is composed of the Philippines, Singapore, Malaysia , and Pakistan
among others.
● Expanding Circle is composed of countries such as China, Japan, Taiwan, and Thailand.
● Aside from the fact that the Outer and Expanding Circles are ESL- and EFL - speaking,
respectively,
they have been colonized by some member countries in the Inner Circle making the
varieties they
speak as post - colonial.
● People have different linguistic and cultural backgrounds making intercultural
communication a significant
variable in communication.

The structural characteristics of these new varieties differ ( Bautista and Gonzalez, 2006 ). This
is brought about by the mother tongue or home languages of those who learn or acquire
English. Differences are also highlighted in terms of social features, such as of basilectal,
mesolectal, and acrolectal varieties of English within the same speech community.

● The ​acrolect​ comes closest to the standard.

● The ​basilect ​comes closest to the pidgin.
● The ​Mesolect ​of the kidde variety is midway between the acrolect and basilect.

Bautista and Gonzalez use the term ​Edulect ​for these varieties resulting from certain types of
education ascertained by social class but are conveyed or transferred by the kind of instruction
of the school system especially for those coming from higher - income families and / or better
educated classes.

For the structural variation, Kachru and Nelson ( 2006 ) claim that these varieties of English are
influenced by the local language(s) in the different areas of their grammars and exhibit specific
phonological, lexical, syntactical and discoursal characteristics.

LANGUAGE REGISTERS / REGISTERS OF ENGLISH

In terms of language variation, what do we mean by the terms ​genre​ , ​register​, and ​style​ ?
● Register​ ( David Crystal , 2008 ) defines it as “a variety of language defined according to
its use in social situations e.g. a register of scientific, religious, formal English.

● Genre​ ( Lee , 2001 ), is associated more with the organization of culture, while register is
associated with the organization of situation. Register is understood as the context -
specific variety of language to which the field - mode - tenor framework is important.
● For concrete example, with the genre of recipe, ​field​ may be analyzed in terms of social
setting and the communicative purpose in which the text is produced.

● Tenor​ may be described in terms of the role(s) required of the writers and readers
including the cultural values shared by both.

● Mode​ could be explained in light of the knowledge of other texts required of speakers/
listeners and writers / readers as regards the genre including the formal text features.

● Language register​ refers to the formality of language which one speaks. Different
registers are used in different situations. Through register you are able to determine the
kind of lexicon or vocabulary to use as well as the kind of structure to be used. A ​formal
or an ​informal​ register may be used even in writing. In some instances, even a neutral
language register is identified.

● Formal register​ is used in formal speaking and writing situations. For example, a state
of the nation address is classified as a formal communicative situation, the speech is
usually delivered using a highly- polished language, read from a manuscript. The formal
register is also appropriate for use in professional writing like project proposals, position
papers, and business letters.

● Informal register​ is more casual in tone, and appropriate for people with whom you
have established a more personal relationship as in the case of friends and relatives.
This type of writing may sometimes be emotional as an intimate relationship exists
between the speaker and listener or writer and reader.

● Legalese​ or ​legal languag​e is highly characterized by archaic expressions, technical

jargon intrinsic only to the community of legal professionals, embedded structures,
nominalizations, passive voice, as well as long , kilometric sentences.

● Textese​ or ​language of text ( SMS language ) ​use abbreviations, acronyms, slang

words, and expressions. Since messages used to be limited to a certain number of
characters / spaces which made texting much easier and quicker. However,
misinterpretation and/or miscommunication in text messaging may arise if vocabulary
and knowledge of context are limited. Hence, it is important to be careful when
reading/ understanding text messages.
Comprehension Check :

Answer the following questions.

1. What is the importance of intercultural communication ?

2. How are you going to communicate with people from other cultures and avoid
conflicts and misunderstandings ?

3. How do formal and informal registers affect the way one speaks ? How do they
affect one's way of writing ?

​END OF SEMI - FINALS AND FINALS EXAMINATIONS

Reference​ :
Purposive Communication Using English in Multilingual Contexts
By Marilu R. Madrunio and Isabel P. Martin