PCOM Manual Midterm-1.pdf

Flexible Learning A.Y. 2023-2024 PCOM Manual MANUAL in PURPOSIVE COMMUNICATION ACADEMIC YEAR 2023-2024 COMMUNICATIVE COMPETENCE...

Flexible Learning A.Y. 2023-2024 PCOM Manual MANUAL in PURPOSIVE COMMUNICATION ACADEMIC YEAR 2023-2024 COMMUNICATIVE COMPETENCE AND COMMUNICATION FOR VARIOUS PURPOSES (MIDTERM) This Manual is a property of the University of St. La Salle PCOM Manual | Page 1 Unauthorized copying and / or editing is prohibited.  Flexible Learning A.Y. 2023-2024 PCOM Manual Learning Outcomes Unit I aims to accomplish the following learning outcomes: 1. Define communicative competence; 2. Perform communication analysis; 3. Enumerate differences in intercultural communication; 4. Explain the impact of globalization on communication through critical evaluation of texts including the multi modal texts; 5. Evaluate the messages in texts produced in different contexts; Read the Linguisticator blog (https://linguisticator.com/communicative-competence/) on communicative competence which implies that there are competences that you should develop in order to achieve effective communication. Communicative Competence If a language learner is asked what they think the goal of a language course is, they would probably answer that it is to teach the grammar and vocabulary of that language. However, if they are asked what their goal is as language learners, they would most probably answer that it is to be able to communicate in that language. I am not saying that in actuality the goal of a language course is to teach solely grammar and vocabulary – well, at least it shouldn’t be just that anymore. (I’ve been in a course with such an outdated approach, and the results were, of course, poor). Fortunately, the focus of second language teaching has moved from purely teaching grammar and vocabulary, to providing the skills for effective communication. In linguistics terminology, a language course should not only have “linguistic competence” at its goal, but “communicative competence” in general. But what do these terms mean? Communicative competence is a term coined by Dell Hymes in 1966 in reaction to Noam Chomsky’s (1965) notion of “linguistic competence”. Communicative competence is the intuitive functional knowledge and control of the principles of language usage. As Hymes observes: “…a normal child acquires knowledge of sentences not only as grammatical, but also appropriate. He or she acquires competence as to when to speak, when not, and as to what to talk about with whom, when, where, and in what manner. In short, a child becomes able to accomplish a repertoire of speech acts, to take part in speech events, and to evaluate their accomplishment by others.” (Hymes 1972, 227) This Manual is a property of the University of St. La Salle PCOM Manual | Page 2 Unauthorized copying and / or editing is prohibited.  Flexible Learning A.Y. 2023-2024 PCOM Manual In other words, a language user needs to use the language not only correctly (based on linguistic competence), but also appropriately (based on communicative competence). Of course, this approach does not diminish the importance of learning the grammatical rules of a language. In fact, it is one of the four components of communicative competence: linguistic, sociolinguistic, discourse, and strategic competence. This Manual is a property of the University of St. La Salle PCOM Manual | Page 3 Unauthorized copying and / or editing is prohibited.  Flexible Learning A.Y. 2023-2024 PCOM Manual Components of Communicative Competence Linguistic competence is the knowledge of the language code, i.e. its grammar and vocabulary and also of the conventions of its written representation (script and orthography). The grammar component includes the knowledge of the sounds and their pronunciation (i.e. phonetics), the rules that govern sound interactions and patterns (i.e. phonology), the formation of words by means of e.g. inflection and derivation (i.e. morphology), the rules that govern the combination of words and phrases to structure sentences (i.e. syntax), and the way that meaning is conveyed through language (i.e. semantics). Sociolinguistic competence is the knowledge of sociocultural rules of use, i.e. knowing how to use and respond to language appropriately. The appropriateness depends on the setting of the communication, the topic, and the relationships among the people communicating. Moreover, being appropriate depends on knowing what the taboos of the other culture are, what politeness indices are used in each case, what the politically correct term would be for something, how a specific attitude (authority, friendliness, courtesy, irony etc.) is expressed etc. Discourse competence is the knowledge of how to produce and comprehend oral or written texts in the modes of speaking/writing and listening/reading respectively. It’s knowing how to combine language structures into a cohesive and coherent oral written text of different types. Thus, discourse competence deals with organizing words, phrases and sentences in order to create conversations, speeches, poetry, email messages, newspaper articles etc. Strategic competence is the ability to recognize and repair communication breakdowns before, during, or after they occur. For instance, the speaker may now know a certain word, thus will plan to either paraphrase, or ask what the words is in the target language. During the conversation, background noise or other factors may hinder communication; thus the speaker must know how to keep the communication channel open. If the communication was unsuccessful due to external factors (such as interruptions), or due to the message being misunderstood, the speaker must know how to restore communication. These strategies may be request for repetition, clarification, slower speech, or the usage of gestures, taking turn in conversation etc. This Manual is a property of the University of St. La Salle PCOM Manual | Page 4 Unauthorized copying and / or editing is prohibited.  Flexible Learning A.Y. 2023-2024 PCOM Manual COMMUNICATIVE COMPETENCE Knowledge of the Knowledge LINGUISTIC/ GRAMMATICAL SOCIOLINGUISTIC DISCOURSE STRATEGIC COMPETENCE COMPETENCE COMPETENCE COMPETENCE Knowledge of the language code Knowledge of the Knowledge of Knowledge on the sociocultural rules achieving use of of language use in coherence communication a particular context and cohesion strategies to avoid in a spoken breakdowns in or written communication Ability to create text grammatically correct utterances Ability to produce Ability to produce Ability to solve sociolinguistically coherent and communication appropriate cohesive utterances problems utterances as they arise Refers to knowledge and skill in Refers to Refers to Refers to the using language knowledge and skills on knowledge and knowledge resources appropriate skills related to and skills on the use of to form well language use in a social discourse, text types, verbal and structured context and genres, cohesion non-verbal messages and coherence strategies to prevent breakdowns in communication This presentation of the concept of communicative competence is a synthesis of the different frameworks on Communicative Competence (Canale and Swain ( 1980, 1981), Council of Europe (2001), Hymes (1972), Savignon, 1983 cited in Bagaric, 2007) This Manual is a property of the University of St. La Salle PCOM Manual | Page 5 Unauthorized copying and / or editing is prohibited.  Flexible Learning A.Y. 2023-2024 PCOM Manual To enrich your knowledge on the concept of Communicative Competence, you are given communication contexts below to recognize the different components of Communicative Competence. The following communication situations that happen in different contexts imply issues or competences in communication. Choose the component of Communicative Competence to which you can associate the implied idea presented in the context of communication. Your answers must be reflected in Learning Task Sheet # 4. COMMUNICATION CONTEXT #1. (Video Transcript) https://www.youtube.com/watch?v=uZV40f0cXF4 Wife: Ricky Ricardo.Here Honey, I will show what I mean. Now you take this book and pretend that our child has come to you and said, “ Daddy, read me a good night story.” Husband: All right This Manual is a property of the University of St. La Salle PCOM Manual | Page 6 Unauthorized copying and / or editing is prohibited.  Flexible Learning A.Y. 2023-2024 PCOM Manual Wife: There you are, daddy.( Wife handed the book) Husband: ( Started Reading) “Once upon a time in the woods live a peasant, he was a good man with a noble heart. He spent his time in the forest, cutting down booges from the trees.” Wife: ( Interrupted the reading) wait, wait, just a minute, what is that booges? Husband: (pointing the word from the book) “ Booges,” right in there. Wife: That’s “boughs”. Husband: B-O-U-G-H is bough? Wife: Right Husband: Bough! He spent his time in the forest, cutting down boughs from the trees. Cutting woods all day made his hands strong and row. “One day.. Wife: That’s rough. Husband: Spelled the same way as the other: O-U-G-H? Wife: That’s right, that shows how little you know about the English Language. Husband: So, I made a little mistake. Made His hands strong and rough. “One day he cut the wood so fast that by 3 in the afternoon, his day’s work was thruff. When the… Wife: Hold it Shakespeare. Husband: Thraugh? Wife: T-h-r-o-u-g-h is pronounced “Through” Husband: Through, that’s what I always say, Now stop picking on me , Will you? You’re getting me all confused. His day’s work was through. “ It started to rain on the way home and he got so wet that his nose became red and he developed a hacking….( stopped reading with a confused gaze on the book)…coo? Well I know it can’t be “ Cow” Wife: It’s “cough”Husband: Oh that did it, I had enough, or should I say, “enu” Wife: That’s enough *End of transcript This Manual is a property of the University of St. La Salle PCOM Manual | Page 7 Unauthorized copying and / or editing is prohibited.  Flexible Learning A.Y. 2023-2024 PCOM Manual The communication between the participants presents constraint for effective communication. The problem can be related to : A. Language Competence C. Sociolinguistic Competence B. Discourse competence D. Strategic Competence COMMUNICATION CONTEXT #2 (Video Transcript) 2. https://www.youtube.com/watch?v=DYu_bGbZiiQ Tripp: Opens the door.. (Saying his name) Tripp Crosby... Computer recognition device: has joined the meeting. Beth: Opens the door. (Saying her name) Beth Computer recognition device: has joined the meeting. Beth: Hello? Tripp: Tyler? Beth: No, this is Beth, from ICS. This Manual is a property of the University of St. La Salle PCOM Manual | Page 8 Unauthorized copying and / or editing is prohibited.  Flexible Learning A.Y. 2023-2024 PCOM Manual Tripp: Oh, hey, Beth. How are you doing? Beth: Oh, yeah, good. Makin’ it, you know. Tyler: Opens the door. (Saying his name) Tyler Computer recognition device.. has joined the meeting. Tripp: Alright, well, uhh, this is Tripp. Who’s here? Tyler; Tyler’s here. Beth: Beth’s here. OK, well, the purpose of today’s meeting is to discuss the, uhh... John: (Opens the door) Yeah, I’ll be able to do it in, like, thirty minutes. (Saying his name)John Computer recognition device: has joined the meeting Tripp: Hi, John. I was just trying to go over the purpose of today’s meeting, which is to discuss the delivery of... Tyler: (Interrupting and saying his name) Tyler. Computer recognition device: has joined the meeting. Tyler: Sorry, guys, I got cut off. Is Paul here? I sent him an invite. ( Someone, knocking by the door) Beth: (Facing the door, seems giving an instruction) Put in your access code! John: ( Facing the door) No, no, that’s your PIN number! Tripp: ( Facing the door ) It should be a nine-digit number! Tyler: ( Facing the door )Try pressing the pound key. ( Door Opens) Paul: Paul Computer recognition device: has joined the meeting. Tripp: Any questions before we move on? Beth: Yes, this is Beth. What’s our best plan of attack for the second quarter? John: (Simultaneously talking with Tripp) I think what we should do... Tripp: The question actually... Tripp: (Gesturing to John to talk ahead of him) Go ahead! This Manual is a property of the University of St. La Salle PCOM Manual | Page 9 Unauthorized copying and / or editing is prohibited.  Flexible Learning A.Y. 2023-2024 PCOM Manual John: ( same gesture with Tripp) Go ahead! John: Well, I think what we should really do is diversify, because... Tripp: (Interrupting) Well, it actually depends on how you really look at it, because the really com... Tripp: ( Gesturing to John) Go ahead. John: ( Gesturing to Tripp) Go ahead. Beth: Well, given sales... John: ( Simultaneous with Tripp) Well, lemme just say... Tripp: OK. That’s a great graph, John. Uhmm... Tyler? Tyler: Well, my main concern with (…) the projections for (…) year (…) was that they’re insufficient.I mean, they’re not even taking into account the... John: Did we, uhmm, did we lose Tyler again? Hello? Tripp: John, uhmm, are you guys taking distributions? John? John: My bad. I was on mute. Lemme, lemme let me start over. Tripp So, I’ve prepared a presentation. I’m sharing it with all of you. You should be able to see it on your screen right now. Beth: Got it! ( while playing solitaire on her screen) Paul:I don’t see a link anywhere. John: It says I need to download a plug-in. Tripp: We are all using Macs, I’m assuming? Everyone: Yeah. Yup ( except Paul, who turned his attention to his laptop cover). Tripp: How can you... uhnn. Finances are looking great. Paul, do you have any comments on staffing? Paul: I was thinking about that, because if we get a few more contractor types in...( Dog Barking) Hold on for a second. Rex, get down! Beth: I feel like when... tighten that up, and I...(Barking Dog in the background) ( Coffee Brewing Sound is heard also in the background) Tripp: For me, staffing is a huge... This Manual is a property of the University of St. La Salle PCOM Manual | Page 10 Unauthorized copying and / or editing is prohibited.  Flexible Learning A.Y. 2023-2024 PCOM Manual Beth: (Echoing sound is heard in the background) What is that?! Tripp:Is that me? That’s not me, I don't think.I just want to go over a couple of details as we move into our next section here. (Tyler seems tuning out, and is seen gazing on his laptop screen. “Happy hour in 5!” is seen popping on the same screen) Tripp: We got three new departments coming on Tyler: ( Attempting to interrupt while shutting his laptop down)... Breakin’ up a little bit, guys. Driving through a dead spot Tripp:...by the end of Q3, so I need everyone to give me detailed evaluations each month..... so that we know... Tyler: ( leaves the room, closes the door) Sorry, guys. Tripp: That’s it, guys. Beth, you’ll send out a recap email that could have basically taken the place of this whole meeting, correct? Beth: ( Gestures of safekeeping the laptop in her bag) Yup! Always do. Tripp:Thanks for doing that, Beth. Dave! You been here the whole time? Dave:Yeah. Tripp: Ah. Well, thanks everyone, once again. Oh, one more thing … *end of transcript The participants in this communication situation manifest inappropriate behavior/actuation during their business meeting. Which component of communicative competence should be developed so that the meeting becomes successful? A. Language Competence C. Sociolinguistic Competence B. Discourse competence D. Strategic Competence This Manual is a property of the University of St. La Salle PCOM Manual | Page 11 Unauthorized copying and / or editing is prohibited.  Flexible Learning A.Y. 2023-2024 PCOM Manual COMMUNICATION CONTEXT #3 Chris was simultaneously enrolled in a university writing course and working as a co-op student (student internship) at the Widget Manufacturing plant. As part of his co-op work experience, Chris worked with his supervisor/mentor on a safety inspection of the plant, and was asked to write up the results of the inspection in a compliance memo. In the same week, Chris’s writing instructor assigned the class to write a narrative essay based on some personal experience. Chris, trying to be efficient, thought that the plant visit experience could provide the basis for his essay assignment as well. He wrote the essay first, because he was used to writing essays and was pretty good at it. He had never even seen a compliance memo, much less written one, so was not as confident about that task. He began the essay like this: On June 1, 2018, I conducted a safety audit of the Widget Manufacturing plant in New City. The purpose of the audit was to ensure that all processes and activities in the plant adhere to safety and handling rules and policies outlined in the Workplace Safety Handbook and relevant government regulations. I was escorted on a 3-hour tour of the facility by… Chris finished the essay and submitted it to his writing instructor. He “aced” the essay, getting an A grade. He then revised the essay slightly, keeping the introduction the same without changing the narrative style in his writing and submitted it to his supervisor. His supervisor told him that the report was unacceptable and would have to be rewritten – especially the beginning, which should have clearly indicated whether or not the plant was in compliance with safety regulations. Chris was aghast but eventually he realized that a narrative essay is different from a compliance memo in terms of structure and content. (The situation is adapted and modified from T.M Georges’ Analytical Writing for Science and Technology) Chris could have researched the characteristics of compliance memo before he submitted his assignment to his supervisor. Although he has language competence in writing essays , his language ability alone did not prosper him in writing a compliance memo. Which component of communicative competence needs to be enhanced? A. Language Competence C. Sociolinguistic Competence B. Discourse competence D. Strategic Competence This Manual is a property of the University of St. La Salle PCOM Manual | Page 12 Unauthorized copying and / or editing is prohibited.  Flexible Learning A.Y. 2023-2024 PCOM Manual COMMUNICATION CONTEXT #4 Our very own Catriona Gray was crowned Miss Universe 2018. But before she claimed the crown, Cat had the opportunity to give her Final Word on the same question that the Top 3 Finalists answered during the Question and Answer segment of the pageant: Question: "What is the most important lesson you've learned in your life, and how would you apply it to your time as Miss Universe?" Answer of Miss Philippines: Catriona Gray (Miss Universe 2018) "I worked a lot in the slums of Tondo, Manila. And the life there…it's poor, and it's very sad. And I've always taught myself to look for the beauty in it. To look in the beauty in the faces of the children, and to be grateful. And I would bring this aspect as a Miss Universe to see situations with a silver lining, and to assess, where I could give something, where I could provide something, as a spokesperson, and if I could teach also people to be grateful, we could have an amazing world where negativity could not grow and foster, and children would have a smile on their faces." The answer of Catriona Gray shows that she is well-trained to effectively deliver an impromptu speech. The impromptu speech contains very substantive content and the ideas are logically organized. Aside from the language competence that she manifested, another competence stood out when she delivered her speech. Which competence relates to Catriona’s knowledge and skill in delivering an impromptu speech? A. Language Competence C. Sociolinguistic Competence B. Discourse Competence D. Strategic Competence COMMUNICATION CONTEXT #5 There are many different ways to blow a job interview and turn off an employer. Some responses to interview questions reveal flaws in your attitude, preparation, interest in the job, or qualifications to get the work done well. They may also reflect negatively on your work ethic or your ability to work well with others. Here are a few examples of the worst types of answers to interview questions, along with tips on what you can say instead to impress the interviewer. Why Should We Hire You? Bad answers: "I don't know." "It sounds like a good job." This Manual is a property of the University of St. La Salle PCOM Manual | Page 13 Unauthorized copying and / or editing is prohibited.  Flexible Learning A.Y. 2023-2024 PCOM Manual Saying you don't know or giving a vague answer is never a good way to respond to any interview question. If you need to, take a little time to think about an answer before you respond. Instead, respond to the question "Why should we hire you?" with an answer that illustrates how your qualifications and strengths fit the job, along with some anecdotes to illustrate your qualifications. Tell Me About Your Last Job Bad answer: "Didn't you look at my resume?" A snide "Didn't you look at my resume?" is not the way to answer questions about your employment history. Be prepared to discuss your previous jobs with the interviewer, and review your resume ahead of time so you know where you worked when. What Did You Like Least About Your Previous Position? Bad answer: "I hated the job and the company. They were awful to work for." It's important not to badmouth the companies or people you worked for because you don't know what relationships they may have with the company you're interviewing with. I once had an applicant who told me that her employer was the worst place to work ever. That employer happened to be our biggest and most important customer. It's always a good strategy to focus on the positives when discussing your previous job, including how you grew from your experiences. What Are Your Strengths? Bad answers: "I do good work." "I'm the best." "I'm not sure, but I'm a good learner." Vague answers don't go over well. The interviewer wants to know what strengths you have that specifically relate to the job you are being considered for. When answering questions about your strengths, talk about the skills you have as they relate to the job, rather than giving general answers.(Source: https://www.thebalancecareers.com/worst-interview-answers-2061232) Job Interview is different from other type of communication context. Thus, there is a need to learn how to successfully participate in this kind of interaction (interviewee-interviewer interaction). What component of communicative competence relates to the idea that having a training on Job Interview as a discourse prepares a student to become successful in Job Interview in the future? A. Language Competence C. Sociolinguistic Competence B. Discourse Competence D. Strategic Competence This Manual is a property of the University of St. La Salle PCOM Manual | Page 14 Unauthorized copying and / or editing is prohibited.  Flexible Learning A.Y. 2023-2024 PCOM Manual ON LANGUAGE COMPETENCE To enrich your idea on LANGUAGE COMPETENCE, you are going to learn the reality of Formal English and Informal English in communication. Knowing when to use formal and informal English is part of mastering the language. English has more than one kind/variety; there is Formal English and Informal English (some references will tell you there is also neutral English).The grammar rules in standard English that you have learned in your English classes since elementary years cannot be applied in some contexts of communicatIon. There are informal contexts where communication happens; therefore, the language that the participants use may also become informal, personal, and more relaxed. Non-standard English appears in informal contexts. You do not use the rules in formal English to evaluate the grammaticality of someone’s utterances in informal situations. Specific grammatical and vocabulary choices can be associated with Formal and Informal English. FORMAL AND INFORMAL LANGUAGE Formal Language/Formal English is a type of language resource that is used in formal or serious academic situations. The following are communication contexts or types of texts that are characterized by formal English or formal language: research article or scientific journal article, academic essays, college term papers, business reports, textbooks, legal papers, school documents, research paper (thesis), formal meeting minutes, etc. Informal Language/Informal English is a language resource which is used to communicate with friends, relatives and on social media. It usually occurs in casual situations and informal communication contexts such as: family communications, sports/field interaction, conversation with friends, movie conversations, talk shows, informal social gathering, birthday parties, jeepney conversations, facebook interactions, messages in messenger, etc. Features of Formal and Informal language (Source: helpteaching.com) Informal English Formal English Contraction No Contraction Personal pronouns lack of personal pronouns Slang and idioms longer and more complicated sentences Fillers (er, umm, uh) bigger and more sophisticated words Shorter sentences follow etiquette guideline This Manual is a property of the University of St. La Salle PCOM Manual | Page 15 Unauthorized copying and / or editing is prohibited.  Flexible Learning A.Y. 2023-2024 PCOM Manual Shortened or less complicated words sound extremely polite Sometimes less proper or less polite INFORMAL FORMAL (Source: BBC English Masterclass/BBC Learn English) Common words formal words Phrasal verbs full form Short forms passive structures Short and simple sentences complex sentences VIDEO TRANSCRIPT #1 for FORMAL AND INFORMAL LANGUAGE Source: https://www.youtube.com/watch?v=hdKYl8Tg_FQ Hi, Sian here for BBC Learning English. In this Masterclass we're going to look at some differences between formal and informal English. Hey, how's it going? Good afternoon, how are you? Sometimes formal and informal can seem like two different languages. In the same way you wouldn't normally wear shorts and a t-shirt to a job interview, if you use language that's too formal or too informal, you can give a bad impression. Let's look at some differences between formal and informal English. Now, I received an email this morning. Have a look at this email - do you think the language is formal or informal - and why? Dear Mrs Brown, I'm writing to find out whether you have any jobs in your company this summer. At the mo I'm studying Economics at uni. I have been working part-time in a shop and recently they promoted me to the role of manager. I am enthusiastic. I work hard. I pay attention to detail. Ok, so that email used informal language and it's too informal for this style of letter. We're going to look at four features that make this informal and we're going to change it to make it more formal. This Manual is a property of the University of St. La Salle PCOM Manual | Page 16 Unauthorized copying and / or editing is prohibited.  Flexible Learning A.Y. 2023-2024 PCOM Manual Number one choice of vocabulary. In informal English we use more common words and more phrasal verbs. For example here we have a phrasal verb find out. It would be better to use a more formal equivalent like enquire. Same with jobs, this is quite informal, so instead let's use vacancies here. Instead we have "I'm writing to enquire whether you have any vacancies." Number two. It's more common in informal language to use abbreviations, contractions, shortened forms of verbs. Let's have a look. So, here we have at the mo, which is short for at the moment. This is OK when you're speaking, but not when you're writing. Here, we could use currently which is even more formal. Same here, uni is short for university, so don't use this short form in a letter. "Currently, I am studying Economics at university." Quite often in formal language we choose passive structures over active. Let's have a look here. The active sentences they promoted me is quite informal - it'd be much better to use a passive form here to make it more formal I was promoted. So, "Recently I was promoted to the role of manager." This doesn't mean don't use active structures in a formal letter, but have a think about whether a passive one is more appropriate. Finally, in informal English, short, simple sentences are much more common. Whereas in formal English, we use more complex structures. Take a look at this one. Here we have three short, simple sentences and this is fine in informal English, but in formal English it's better to use a complex structure. We can do this by adding relative pronouns or linkers. For example, "I am an enthusiastic person who works hard and pays attention to detail. So, would you kindly visit our website... ah, we're friends, that's too formal. Go to our website bbclearningenglish.com for more information about this and to practise formal and informal English. See you soon - goodbye! VIDEO TRANSCRIPT #2 FOR FORMAL AND INFORMAL LANGUAGE Source: https://www.youtube.com/watch?v=0LmhIu3phqk&t=3s ( helpteaching.com) This Manual is a property of the University of St. La Salle PCOM Manual | Page 17 Unauthorized copying and / or editing is prohibited.  Flexible Learning A.Y. 2023-2024 PCOM Manual formal versus informal language J and Justin J and Justin are brothers but they are still as different as can be J has blonde hair justin has brown hair J likes red Justin likes blue they differ in so many ways but they differ the most in the way they talk whenever J talks he uses formal language whenever Justin talks he uses informal language as you can probably tell J is more serious while Justin is a bit more laid-back formal language is a type of language that you use in more formal or serious situations some places you may find formal language are at school at a business in court in essays and academic papers when talking with someone important while dining with the Queen you some traits of formal language include no contractions a lack of personal pronouns longer more complicated sentences bigger and more sophisticated words follows etiquette guidelines sounds extremely polite phrases Jay has been known to utter include may I participate in your competition the soup is divine I have completed my homework this evening let us head to the park after dinner unfortunately I will not be able to attend your celebration in the formal language is a type of language you using more laid-back and casual situations it's everyday language some places you may find informal language are at home on the sports field with your friends with family a mud kids and teenagers at the park or playground any place that is casual some traits of informal language include contractions personal pronouns slag in idioms fillers like her shorter sentences shortened or less complicated words sometimes less proper or polite phrases Justin has been known to say include can I join your game your soup is yummy I'm done with my homework tonight let's go to the park after supper no I can't go to your party you decide which sentences are formal and which are informal you don't know what I'm talking about this is too complicated for what to comprehend we'll talk about it later let us have a discussion in a little while formal language sucks informal language lacks tactic respectability *end of transcript This Manual is a property of the University of St. La Salle PCOM Manual | Page 18 Unauthorized copying and / or editing is prohibited.  Flexible Learning A.Y. 2023-2024 PCOM Manual The following communication contexts (conversation in films and talk show) provide examples on the use of informal or non-standard English in communication. COMMUNICATION IN FILM CONVERSATION To highlight the use of Informal English in some contexts of communication, you are given an excerpt of film conversation (transcript) and talk show (transcript) where informal English is so rich. In conversation, sometimes the language being used does not reflect the grammar of the Formal English or Standard English. You can also observe that aside from film conversation and talk show provided here, during informal conversations, the speakers or participants also use informal English characterized by idioms, contractions, colloquialism (slang and short forms) abbreviations, shortened forms of verbs because when we communicate with friends or family in casual interactions we are more spontaneous and natural. The following is a conversation that happens in the movie, “Avengers: Infinity War”. Read the video transcript then identify examples of informal language. Use the Learning Task Sheet #6. 1. Ebony Maw: Hear me… and rejoice. You have had the privilege, of being saved by the Great Titan. You may think this is suffering. No. It is salvation. Universal scales, tipped toward balance because of your sacrifice. Smile, for even in death, you have become children of Thanos. Thanos: I know what it’s like to lose. To feel so desperately that you’re right, yet to fail nonetheless. As lightning turns the legs to jelly. I ask you, to what end? Dread it, run from it… Destiny arrives all the same. And now, it’s here. Or should I say… I am. Thor: You talk too much. 2. Loki: Almighty Thanos, I, Loki, Prince of Asgard… Odinson… The rightful king of Jotunheim, God of Mischief… Do hereby pledge to you, my undying fidelity. (Loki tries to stab Thanos) Thanos: “Undying”? You should choose your words more carefully. Loki: You… will never be…. a god. (Thanos chokes him and eventually snaps his neck) Thanos: No resurrections this time. 3. Wong: We swore an oath to protect the Time Stone with our lives. Tony Stark: And I swore off dairy, but Ben & Jerry’s named a flavor after me, so… StephenmStrange: Stark Raving Hazelnuts. Tony Stark: It’s not bad. Stephen Strange: A bit chalky. Wong: “A Hunka-Hulka Burning Fudge” is our favorite. Bruce Banner: That’s a thing? This Manual is a property of the University of St. La Salle PCOM Manual | Page 19 Unauthorized copying and / or editing is prohibited.  Flexible Learning A.Y. 2023-2024 PCOM Manual 4. Tony Stark: Two weeks ago, Vision turned off his transponder. He’s offline. Bruce Banner: What? Tony, you lost another superbot? 5. Peter Parker: Ned, hey. I need you to cause a distraction. Ned Leeds: Holy shit! We’re all gonna die! There’s a spaceship! The Watcher Informant (as bus driver): What’s the matter with you kids? You never seen a spaceship before? 6. Tony Stark: Where’s your guy? Bruce Banner: I don’t know. We’re certainly having a thing. Tony Stark: There’s no time for a thing. That’s the thing right there. Let’s go. (Bruce tries to change into Hulk unsuccessfully) Dude, you’re embarassing me in front of the wizards. 7. Peter Quill: Groot, put that thing away. Now. I don’t wanna tell you again. Groot. Groot: I am Groot! Everyone: Whoa! hey! Language! Wow! Peter Quill: You got some acorns on you, kid. Rocket: Ever since you got little sap, you’re a total d-hole. Keep it up, and I’m gonna smash that thing to pieces! 8. Peter Quill: How the hell is this dude still alive? Drax: He is not a dude. You’re a dude. This… This is a man. Handsome, muscular man. Peter Quill: I’m muscular. Rocket: Who are you kidding, Quill? You’re one sandwich away from fat. 9. Peter Quill: You’ll not, be taking our pod today, sir. Rocket: Quill. Are you making your voice deeper? Peter Quill: No. Drax: You are. You’re imitating the god-man. It’s weird. Peter Quill: No I’m not. Mantis: He just did it again! Peter Quill: This is my voice! Thor: Are you mocking me? Peter Quill: Are you mocking me? Thor: You just did it again. Peter Quill: He’s trying to copy me. 10. (Gamora and Peter kiss, crunching sound is heard in background – Drax eating nuts) Peter Quill: Dude! How long have you been standing there? Drax: An hour. Peter Quill: An hour? Gamora: Are you serious? This Manual is a property of the University of St. La Salle PCOM Manual | Page 20 Unauthorized copying and / or editing is prohibited.  Flexible Learning A.Y. 2023-2024 PCOM Manual Drax: I’ve mastered the ability, of standing so incredibly still… That I’ve become invisible to the eye. Watch. Peter Quill: You’re eating a zark nut. Drax: But my movement… So slow… And it’s imperceptible. Peter Quill: No. Drax: I’m sure I’m invisible. Mantis: Hi, Drax. Drax: Damn it. 11. Peter Parker: I’m Peter, by the way. Stephen Strange: Doctor Strange. Peter Parker: Oh, we’re using our made-up names. Um… I’m Spider-Man, then. 12. Peter Quill (about Mantis and Drax): See, not winging it isn’t really what they do. Peter Parker: What exactly is it that they do? Mantis: Kick names, take ass. Drax: That’s right. 13. Stephen Strange: I went forward in time, to view alternate futures… To see all the possible outcomes of the coming conflict. Peter Quill: How many did you see? Stephen Strange: 14,000,605. Tony Stark: How many did we win? Stephen Strange: One. 14. Peter Parker: I’m Peter, by the way. Stephen Strange: Doctor Strange. Peter Parker: Oh, we’re using our made-up names. Um… I’m Spider-Man, then. 15. Peter Quill (about Mantis and Drax): See, not winging it isn’t really what they do. Peter Parker: What exactly is it that they do? Mantis: Kick names, take ass. Drax: That’s right. 16. Stephen Strange: I went forward in time, to view alternate futures… To see all the possible outcomes of the coming conflict. Peter Quill: How many did you see? Stephen Strange: 14,000,605. Tony Stark: How many did we win? Stephen Strange: One (end of transcript This Manual is a property of the University of St. La Salle PCOM Manual | Page 21 Unauthorized copying and / or editing is prohibited.  Flexible Learning A.Y. 2023-2024 PCOM Manual COMMUNICATION IN TALK SHOW This is another communication context which offers abundant examples of informal language. Read the video transcript of Ellen Degeneres show on April 24th, 2004 and identify the examples of informal language used by the participants in the talk show by answering the same Learning Task Sheet # 6. TALK SHOW Identify the examples of informal language used by the participants in the talk show. Video Transcript of Ellen Degeneres show interview , April 24th, 2004, 4:33 pm David and the band performed "Changes" and "Never Get Old". He was dressed in brown trousers, an olive green t-shirt and a black zippered fleece jacket with NEW YORK in white lettering and five little stars underneath. Interview portion: *"Rebel Rebel" playing in background as David enters and joins Ellen on stage* *David starts doing some hand-clapping, hip-swaying to the music -- Ellen joins in (Ellen's talkshow has a DJ instead of a band and she breaks into dance often on her show)* *David insists that she sits down before he does* *David then proceeds to play with wooden animal figures on the table in front of them. He tries to make the elephant's trunk do something, but it won't. Then, Ellen shows him how the ass' tail flips up by pushing the pack on its back* Ellen: It goes that way. David: I just wanted to see them tip. Ellen: Well, okay, that's how it happens. David: So how are you? Ellen: Good! How are you? David: Very well indeed, thank you. Ellen: Well, I'm just as thrilled as can be to have you here. This Manual is a property of the University of St. La Salle PCOM Manual | Page 22 Unauthorized copying and / or editing is prohibited.  Flexible Learning A.Y. 2023-2024 PCOM Manual David: Cat's whiskers, is it? Ellen *looking a little perplexed*: As thrilled as the cat's whiskers...I've never said it before, but I'll say it. David *grinning*: I'm sorry, I was just trying to help out. Ellen: No, it's a good one. David: It's the only expression I know. Ellen: Is that really an expression? David: I use it for everything. Ellen: Cat's whiskers? David: Yeah, if I'm depressed... *looking glum and sighing*... I feel like the cat's whiskers. Ellen: And can you say it if you're happy, too? David: Yeah... *brightening up*...Hey! I feel like the cat's whiskers! *big grin* *audience laughs and applauds* David *sensing a lull, perhaps*: So, how's the tour going? *laughing* (pretending to take the interviewer's role) Ellen: Yeah, how's the tour going? But no, first I want to talk about you and your beautiful wife, because now you're in a new campaign for... *Ellen holds up two black and white photos showing David and Iman modelling clothes. One photo shows David sitting in a chair leaning on his white Gibson guitar, while Iman is laid back on a bed* Ellen:...I don't want to say the wrong...who are you doing this for? David: Actually, they started off as passport photos, but I think Tommy Hilfiger liked them so much that he asked if he could use them. Ellen: Tommy Hilfiger, that's what I thought. *crowd applauds* David: I suspected something when we turned up and there was a hotel room and a bed involved. I thought, 'This isn't all passport photographs.' *twiddling fingers and grinning* Ellen *looking at the photos*: That was fun, I bet. This Manual is a property of the University of St. La Salle PCOM Manual | Page 23 Unauthorized copying and / or editing is prohibited.  Flexible Learning A.Y. 2023-2024 PCOM Manual David: Oh yeah, it's always...it's a treat working with the wife. Ellen: And how long have you and Iman...? Your anniversary is tomorrow? David: Actually, you know...well, which one? We've got two. Ellen: Okay, which one do you want to talk about? Tell us all of them. David: Nope...I'll tell you the second one, it was June 6th and that was in Florence, in Italy. That was our wedding anniversary, proper. But it was a contractual one while I was living in Switzerland, so that will be tomorrow. But that was, like, paper...*uncomfortable grimace*...you know, and no friends. Ellen: Okay, uh huh. David: And we had to...we learnt to get friends after that. Then we had a proper wedding. *grinning* Ellen *smiling*: Because then you get gifts that way, when you have friends. David: Yeah, that's it. It was a good idea, yeah. Ellen: Yeah. David: Yeah, my mother told me to do that. She said, 'Get friends, get gifts.' *then he said something inaudible* Ellen: So tomorrow, will you still celebrate even though it was a paper thing? David: No. June 6th. Ellen: You'll wait 'til June. David: Yeah, yeah. That's the best one. But we've been together now... *sing song voice*... fourteen years...14. (repeated because it sounded like he sang 40 at first) *applause* Ellen: Wow, that's amazing. David: Yeah, it's a long time. Ellen: And you have a little baby together? David: We do. We have a wonderful child called Alexandria...but actually "Lexie". And she's just three and eight months. *imitating a child's voice* This Manual is a property of the University of St. La Salle PCOM Manual | Page 24 Unauthorized copying and / or editing is prohibited.  Flexible Learning A.Y. 2023-2024 PCOM Manual David (as Lexie): Four! David: No darling, you're three years and eight months. David (as Lexie): I'm foouurrr!! David: You're nearly four. David (as Lexie): Oh. *pouting* *laughter* David: Something like that. That was my impersonation. Ellen: It was good. David: Shall I do Marcel Marceau? Ellen: You studied to be a mime, I heard. David: Yeah, well, I was about 17... *does a quick mime of being inside a box* David:...there you are. That's all you're getting out of me. *wagging a finger* *Ellen mimes peeking around the corner of a curtain at him* David: Oh, don't push me. *mimes looking through a porthole* Ellen *miming the curtain-peeking again*: What? *Then, Ellen mimes something that looked like she was being lifted up by a noose* *David mimes a hook pulling him by the neck offstage* David: Yeah, at around 17, I realized I was a mime trapped in a man's body. *Ellen laughs, along with the audience* David: This is really quite embarrassing to talk about, anything to do with mime in America is embarrassing to talk about, because you get killed by clowns over here, don't you? According to Bob Goldthwaite. *laughing* Ellen: No, there are some good mimes. You probably would have been a good mime. David: It was kinda a revolutionary company that I was with...because they spoke. *pause followed by laughter from the audience* Ellen: Well, that's not a mime. This Manual is a property of the University of St. La Salle PCOM Manual | Page 25 Unauthorized copying and / or editing is prohibited.  Flexible Learning A.Y. 2023-2024 PCOM Manual David: That's why they were revolutionary. *more laughter* Ellen: Now wait, and also you studied to be a monk? David: Yeah, I realized one day when I was about 18 that I was a monk in a mime's body. *a knowing smile passes between David and Ellen as they both break up in laughter* David: Yes, I kinda...You know, I was young, fancy free, and Tibetan Buddhism appealed to me at that time. I thought, 'There's salvation.' It didn't really work. Then I went through Nietzsche, Satanism, Christianity...uh...pottery. And ended up singing. It's been a long road, Ellen. *audience applauds* David *laughing*: 'Tell me about the tour!' Actually, let me tell you something about the tour. We've had some real fantastic satorial moments recently. In fact, over the last couple of days. We have a rabbit that follows us around on tour. It's a big pink bunny and he...it...it is always at the front and I thought it was just a real big bunny, you know. I thought: a) it's rock and roll, you know, it's just a five-foot-three bunny-thing. And then we got the plane out one night, and the bunny was on the plane! Still in costume! I kid you not! *laughing, big grin* *Throughout this story, Ellen has been looking confused but nodding along to humour David. Then she leans forward and picks up his coffee mug on the table, sniffs it, and then puts it back down* Ellen: Listen, I've never met you before, but you're as high as a cat's whiskers right now. *lots of laughter* Ellen *patting David on the knee*: I love ya... *Then Ellen announces everybody in the audience would be getting a copy of David's "Reality" CD* *big cheer* *end of interview* This Manual is a property of the University of St. La Salle PCOM Manual | Page 26 Unauthorized copying and / or editing is prohibited.  Flexible Learning A.Y. 2023-2024 PCOM Manual ON SOCIOLINGUISTIC COMPETENCE AND STRATEGIC COMPETENCE The following definition of Sociolinguistic Competence and Strategic Competence are provided on the first few pages of this Manual. They are again provided here so you will see the connection of these concepts to the idea of Intercultural Competence for better understanding. Sociolinguistic competence is the knowledge of sociocultural rules of use, i.e. knowing how to use and respond to language appropriately. The appropriateness depends on the setting of the communication, the topic, and the relationships among the people communicating. Moreover, being appropriate depends on knowing what the taboos of the other culture are, what politeness indices are used in each case, what the politically correct term would be for something, how a specific attitude (authority, friendliness, courtesy, irony etc.) is expressed etc. Strategic competence is the ability to recognize and repair communication breakdowns before, during, or after they occur. For instance, the speaker may now know a certain word, thus will plan to either paraphrase, or ask what the words is in the target language. During the conversation, background noise or other factors may hinder communication; thus the speaker must know how to keep the communication channel open. If the communication was unsuccessful due to external factors (such as interruptions), or due to the message being misunderstood, the speaker must know how to restore communication. These strategies may be request for repetition, clarification, slower speech, or the usage of gestures, taking turn in conversation etc. INTERCULTURAL COMPETENCE Intercultural competence is the ability to interact effectively and appropriately in intercultural situations. It is supported by specific attitudes and affective features, (inter) cultural knowledge, skills and reflection. The following are dimensions of intercultural competence: 1. MINDSET is intercultural awareness and refers to a person’s ability to understand similarities and differences of others’ cultures. It includes self-awareness and cultural awareness. 2. HEARTSET is acknowledging, appreciating and accepting the cultural differences between you and others. The following are components of mindset: self-esteem, self- monitoring, empathy, open-mindedness, reserved judgement, and social relaxation. 3. SKILLSET refers to intercultural agility. It is an individual’s ability to reach communication goals while interacting with people from other cultures Source: (https://www.youtube.com/watch?v=SJqBhLgSNQY ). You may watch the video on intercultural competence if it is available. This Manual is a property of the University of St. La Salle PCOM Manual | Page 27 Unauthorized copying and / or editing is prohibited.  Flexible Learning A.Y. 2023-2024 PCOM Manual The following key ideas taken from the preceding definitions of Sociolinguistic Competence, Strategic Competence and Intercultural Competence give emphasis on the significance of CONTEXT/CULTURE AND APPROPRIACY in communication. Review them again for better understanding. sociocultural rules appropriateness depends on the setting of the communication, the topic, and the relationships among the people communicating being appropriate depends on knowing what the taboos of the other culture specific attitude recognize and repair communication breakdowns factors may hinder communication speaker must know how to restore communication ability to interact effectively and appropriately in intercultural situations. specific attitudes and affective features, (inter) cultural knowledge, skills and reflection. Furthermore, we might be talking to people with different background and people coming from different cultures therefore, we must be conscious and sensitive to avoid communication problems or breakdowns. It is also implied in the concepts of Sociolinguistic Competence and Strategic Competence that communication is not simply TO SPEAK OR TO EXPRESS ONESELF, you also have the responsibility to restore communication by applying strategies if you perceive that there is misunderstanding or there is already communication breakdown. Hence, the participants in communication must understand that having sociolinguistic and strategic skills can build better relationship with or among people involved in the process of communication. To illustrate further the concepts on Sociolinguistic competence, Strategic competence, and Intercultural Competence, read the excerpt from “Gestures Around the World” and understand that communication in other cultures might be different from your own culture. You need to perform Learning Activity Sheet #7 to show the knowledge that you have gained from the excerpt. This Manual is a property of the University of St. La Salle PCOM Manual | Page 28 Unauthorized copying and / or editing is prohibited.  Flexible Learning A.Y. 2023-2024 PCOM Manual Gestures Around the World (An Excerpt) Source: www.youtube.com Uploaded on February by Vanessa Rogers Greetings differ depending on cultures. In Mali, West Africa, they kiss each other’s hand. In Turkey, it’s a way of bargaining, and in America, a firm classic handshake is important. A strong firm handshake is important in Western Countries and in business situations. Kissing is another form of greetings in countries in Latin America, the Middle East and Europe. The common greeting among friends is hugging in America and other English speaking countries. In Asia, bowing is a form of formal greeting. The thumbs up in many countries means great or good job. However, in the Middle East, it is equivalent to the middle finger. The V-sign has many different meanings. In Asia, they use it when taking pictures. In many countries, it means peace or victory. However, in UK, it’s an insult. The horns can mean ‘Rock and Roll’ but in Italy, it is an insult that means your wife is unfaithful. The gesture ‘come here’ in Asia, the palm points down while in many English speaking countries, the palm points up. Go away is the same. Using one finger to call a woman over in Australia can be a serious insult. The gesture that means A okay in America means worthless in France and money in Korea and Japan. Pointing with one finger in many countries is considered rude. In the Philippines, they point with their lips. Pointing with the full hand is a good option. The gesture for ‘yes’ is often thought to be universal. However, in India, they wobble their head side to side to say yes. There are also varieties for saying ‘no’. In Greece, they toss their heads up. In Japan, they wave their hand in front of their nose like the gesture of stinky in America. This Manual is a property of the University of St. La Salle PCOM Manual | Page 29 Unauthorized copying and / or editing is prohibited.  Flexible Learning A.Y. 2023-2024 PCOM Manual In Finland, crossing your arms means arrogance. In America, pushing your nose up shows that someone’s snobby. Both of these gestures mean naughty in America. In Korea, when accepting money, gifts or drinks, always use both hands ON DISCOURSE COMPETENCE AND EXAMPLES OF DISCOURSE To understand more fully the term Discourse Competence, let us understand the meaning of Discourse. Discourse is spoken or written communication between people, especially serious discussion of a particular subject. In linguistics, discourse refers to a unit of language longer than a single sentence. The word discourse is derived from the Latin prefix dis- meaning "away" and the root word currere meaning "to run". Discourse, therefore, translates to "run away" and refers to the way that conversations flow. To study discourse is to analyze the use of spoken or written language in a social context. The study of discourse is entirely context-dependent because conversation involves situational knowledge beyond just the words spoken. Often times, meaning cannot be extrapolated from an exchange merely from its verbal utterances because there are many semantic factors involved in authentic communication. "The study of discourse...can involve matters like context, background information or knowledge shared between a speaker and hearer," (Bloor and Bloor 2013). "Discourse can...be used to refer to particular contexts of language use, and in this sense, it becomes similar to concepts like genre or text type. For example, we can conceptualize political discourse (the sort of language used in political contexts) or media discourse (language used in the media). Few examples of Discourse (text type or genre) that can be relevant to you are provided for critical reading exercises. These types of texts (written or oral) have different contexts so they can have different communicative purposes. These are the FAKE NEWS, BLOG, TED TALK AND REACTION PAPER. Other text types (discourse or genre) will be learned during MIDTERM and ENDTERM. This Manual is a property of the University of St. La Salle PCOM Manual | Page 30 Unauthorized copying and / or editing is prohibited.  Flexible Learning A.Y. 2023-2024 PCOM Manual COMMUNICATION IN FAKENEWS One significant change in the landscape of communication is the reality of disinformation through fake news. The communicative purpose of fake news is to publish false information in order to destroy a person’s or an organization’s reputation. This may be used for financial or political gain. The language of fake news is the language of sensationalism, falsity, malicious deception or dishonesty. Ethical Journalism Network (EJN) defines fake news as “information deliberately fabricated and published with the intention to deceive or mislead others into believing falsehoods or doubting verifiable facts”. As a student, you should develop critical reading skill to recognize fake news and not become a victim of false information especially those which are published in social media. The internet is teeming with fake news. There are more than one hundred (more than 100) fake news websites in the Philippines. Being a critical reader of fake news is having the initiative to verify doubtful information by visiting fact checking websites. You should check the credibility of the publishers because some may have familiar website names but actually these names include distortion in order to create made-up names. Always go for trusted news source and credible websites when you search for information. The example of fake news that follows is about Angel Locsin. Fact checking article produced by VERA FILES (a fact-checking social media site) is also provided in order to have a sample analysis of the FB post about Angel Locsin as fake news. This Manual is a property of the University of St. La Salle PCOM Manual | Page 31 Unauthorized copying and / or editing is prohibited.  Flexible Learning A.Y. 2023-2024 PCOM Manual SAMPLE FAKE NEWS ENLIGHTENED YOUTH FACEBOOK POST This Manual is a property of the University of St. La Salle PCOM Manual | Page 32 Unauthorized copying and / or editing is prohibited.  Flexible Learning A.Y. 2021-2022 DISTANCE EDUCATION PCOM Manual VERA FILES ARTICLE on the FB Post about Angel Locsin by the Enlightened Youth A Facebook (FB) page that has a history of red-tagging made baseless claims linking actress Angel Locsin to the Communist Party of the Philippines (CPP) and its armed wing, the New People’s Army (NPA). FB page Enlightened Youth’s unfounded June 28 post claimed two things: that Locsin went to the Netherlands to “get money” from CPP founder Jose Maria Sison “during the last elections,” and that she had a sibling who was a CPP-NPA member that died in a clash. No news reports support either of these claims. A look at social media posts of the actress does not place her in Europe during the May 2019 polls, and her brother and sister are both alive. The two are in fact active social media users. Her sister Ella was among Kabataan Partylist’s nominees for the 2007 elections. The page also used irrelevant, out of context and photoshopped images to insinuate that the actress was a rebel sympathizer. ‘Europe’ trip during polls unsupported The post claimed the actress met with Sison in the European country “with the support of her uncle and his groups.” While Enlightened Youth did not mention who her “uncle” was, it uploaded five photos, three of which show her campaigning during the 2016 elections with former Bayan Muna Rep. Neri Colmenares. One image was an October 2015 Rappler photo of the actress accompanying Colmenares in filing his certificate of candidacy. The other image, uploaded twice, was grabbed from a now- unavailable tweet by an ABS-CBN News Channel reporter during the same event, a copy of which can be found on online forum PinoyExchange. Locsin is actually the aunt of Colmenares, not the other way around. A look at the actress’ social media accounts showed she went to Belgium in June 2019 for an ABS-CBN event and Rome the following November, but no online post nor news report placed her in Europe during the May 2019 senatorial polls. During the election campaign period, Locsin’s social media posts showed her in Baguio promoting her drama “The General’s Daughter” in March, while an Instagram post showed her and her fiance Neil Arce hiking in Bukidnon in April. Photos stitched together to mislead Apart from the photos with Colmenares, Enlightened Youth uploaded two images insinuating Locsin’s “connections” with the Left, showing a photo of her in a mountainous area and another This Manual is a property of the University of St. La Salle PCOM Manual | Page 33 Unauthorized copying and / or editing is prohibited.  Flexible Learning A.Y. 2021-2022 DISTANCE EDUCATION PCOM Manual photo featuring Kabataan Partylist Rep. Sarah Elago, activist Satur Ocampo and several others, also in a mountainous area. The first image was grabbed from Locsin’s June 25 Instagram post showing her doing preliminary research for her new ABS-CBN show “Iba ‘Yan.” The photo showing Elago was over two years old, and unrelated to the actress. Its earliest copy online could be traced to website Arkibong Bayan PH and was taken in April 2018 during a fact- finding mission organized by Kilusang Magbubukid ng Pilipinas in Bukidnon. However, Enlightened Youth’s version of the photo edited a hammer and sickle, the universal symbol of communism, onto Elago’s bandana and superimposed a similar bandana to Ocampo’s head. Five days after publishing its unfounded post, Enlightened Youth has provided no evidence to support its claims, despite promising an “update” in the comments section and saying it “was not its job” to spread rumors. Enlightened Youth’s unsupported post, which has been shared over 1,300 times, surfaced about three weeks after Locsin cried foul over Senate President Vicente Sotto III liking a tweet that said she was “pro-NPA since day 1.” This Manual is a property of the University of St. La Salle PCOM Manual | Page 34 Unauthorized copying and / or editing is prohibited.  Flexible Learning A.Y. 2021-2022 DISTANCE EDUCATION PCOM Manual Enlightened Youth was created on May 18, 2019. (This fact check was produced by a student from the University of the Philippines Diliman who is doing his internship with VERA Files.) (Editor's Note: VERA Files has partnered with Facebook to fight the spread of disinformation. COMMUNICATION IN BLOGS Blog is another type of communication that happens in a different context. It is a communication tool that anybody can use to express anything because the internet allows anybody to freely create their own content. There are many kinds of blogs because any topic can be the topic of a blog such as food and cooking, fashion, travel, lifestyle, music, gardening, communication, education, etc. A blog may appear as a personal diary or it can become a marketing tool of a company to provide information to their customers or consumers. There are blogs written by professionals to share their expertise on a particular topic which can become reliable source of information. When you are reading/viewing different types of blogs you can perceive that the communicative purpose of this type of communication is to inform, educate, share information related to one’s experience and expertise and to connect to the writer’s intended audience. This is another challenging kind of text that you encounter when you are in social media. When someone publishes his personal thoughts, they may not be truths or facts, they are just personal opinions influenced by the writer’s/speaker’s background, biases, and personal interests. So in order to benefit from blogs, one must be a critical reader. You should consider the following in analyzing this kind of communication: THE WRITER, THE TEXT, and THE CONTEXT If you want to achieve effective communication in creating a blog, you must be equipped with communicative competence because this type of communication varies from other kinds of texts. Blogs exhibit different characteristics in terms of communicative purpose, structure, as well as language choices of the writer. There are two examples of Blogs that are provided here for Critical Reading Exercise. BLOG #1 Spirituality: The Missing Link in Addressing Climate Change (by Kimee Santiago). The author is a writer in ADSUM, an official publication of the Diocese of Bacolod. “Talk about the weather,” so goes the age-old advice on how to strike a conversation with anyone. The weather, as a shared experience, is a topic that alienates nobody – we are all under the same sky. But these days, talking about the weather is no longer just a polite gesture to break the ice. It has become a dramatic discourse, a preoccupation on social media, at worst, a source This Manual is a property of the University of St. La Salle PCOM Manual | Page 35 Unauthorized copying and / or editing is prohibited.  Flexible Learning A.Y. 2021-2022 DISTANCE EDUCATION PCOM Manual of worry. With the hot afternoons that seem to invalidate references to the cold December breeze in our Christmas songs, with darkness setting in too early at 5:30 PM, with super typhoon Yolanda taking us all by surprise…who wouldn’t? This talk about the weather takes a more technical, highfaluting nature in the international community. Many conventions transpire to discuss climate change, the science of it, the policies needed to curb its effects and protect the most vulnerable countries, and various attempts to reclaim “climate justice.” These are lofty initiatives that we hope do not get suspended in rhetoric while another super typhoon starts to brew somewhere. Significantly, too, we hope that these talks do not only remain scientific. We hope these also acknowledge the role of spirituality and religion in coming up with solutions. Inasmuch as climate change is a global crisis, it is more importantly an internal, moral crisis. Human activity – competition for resources, excessive consumption, complacency, obsession over convenience – has driven nature nuts and nauseated, if you will. The many disasters the world has seen in a year seem to echo Leviticus 18:26 – 28: “And if you defile the land, it will vomit you out as it vomited out the nations that were before you.” This is an appropriate time to reflect on who we are, our relationship with the whole of creation and our God-appointed responsibility to be its stewards — as tenants, not owners: “The Lord God took the man and put him in the Garden of Eden to work it and take care of it.” (Genesis 2:15) “Yours, O Lord, is the greatness and the power and the glory and the majesty and the splendor, for everything in heaven and earth is yours.” (1 Chronicles 29:11) Pope Benedict XVI also wrote numerous encyclicals and letters on climate change. In his speech addressing the “Sister Nature” Foundation, a group of environmentalist-devotees of Saint Francis of Assissi, the Pope Emeritus said: “Dear friends, while the Church admires the most important scientific research and discoveries, she has never ceased to remember that in respecting the Creator’s impression on the whole of creation, we understand better our true and deep human identity. If it is lived well, this respect can also help young men and women discover their personal talents and approaches and hence train for a specific profession which they will always seek to carry out with respect for the environment.” Scientific rationalism may indeed provide solutions to mitigate the impact of climate change; it may tell us what needs to be done. But the urgency and motivation to act, to simplify lifestyles, and become more concerned rely on a more serious interior overhaul that only God – spirituality, religion – can inspire. This Manual is a property of the University of St. La Salle PCOM Manual | Page 36 Unauthorized copying and / or editing is prohibited.  Flexible Learning A.Y. 2021-2022 DISTANCE EDUCATION PCOM Manual Let us pray that the next time we talk about the weather, it won’t be nonchalant chatter, or out of panic and fear, because it shall be out of praise: “How many are your works, O Lord! In wisdom you made them all; the earth is full of your creatures. There is the sea, vast and spacious, teeming with creatures beyond number– living things both large and small. (Psalm 104:24-25) BLOG #2 It Takes a Child (by Hazel Atilano). The author is a professor in the College of Education at University of St. La Salle. Miss H·Tuesday, February 27, 2018 “It takes a whole village to raise a child.” So goes a famous, oft-quoted Nigerian proverb. But here’s a thought… When this child has grown up to be an adult, what does it take to “raise” the adult to a higher level of thinking and towards becoming a grown-up, mature individual? I just found the unexpected answer to this -- It takes a child to raise and educate an adult. When a child asks his parents why there are too many of them in the family when their house is too small and they barely have enough food to eat, he is questioning his parents’ common sense. When a child warms up to his mom after getting spanked for a misdemeanor, he is teaching her forgiveness and healing. When a child flushes his dad’s expensive perfume down the john, or dunks his mom’s iPhone into the aquarium, he’s teaching them unconditional love and selflessness. When a child is being obstinate and insistent on what he wants, which goes against his parents’ orders, he’s teaching them the art of negotiation and conflict resolution. When a child asks tough questions, the kind to which adults have no answers, he’s teaching them intellectual humility. Indeed, children are the unsung life coaches. Why do we, adults, fail to recognize this reality? I have a theory: I think that, as we grow to maturity, we lose the child in us. For one, we lose our innocence. We learn things we were not allowed to know when we were young. Then, we assume a new identity: “I’m an adult. I’ve grown up. I’ve outgrown my childish ways. I’m not supposed to behave like a child.” But --- If “not behaving like a child” means becoming more immature than a child, then I don’t ever want to be an adult. I think this is the curse of adulthood: we lose the child in us, and, therefore, we lose the “wise soul” in us. This Manual is a property of the University of St. La Salle PCOM Manual | Page 37 Unauthorized copying and / or editing is prohibited.  Flexible Learning A.Y. 2021-2022 DISTANCE EDUCATION PCOM Manual I specialized in Child Study. I delved into Child Psychology, Developmental Psychology, The Exceptional Child, etc. My college education prepared me for early childhood education. But I ended up teaching young adults in the tertiary level and adults in the graduate school level. In another life, I would be a preschool teacher. I would be an eager learner, being taught by preschoolers what life is really about and how to truly live it. COMMUNICATION in TED TALK One of the oral texts that emerges in the internet which can be a good source of ideas is the TEDTALK. This kind of oral text belongs to a particular discourse community; hence, we can benefit much from this kind of communication if we study the way the speakers produce this kind of text. It is through analyzing an example of TedTalk that we can also become competent in delivering a Talk. 1. A TED talk is a video created from a presentation at the main TED (technology, entertainment, design) conference or one of its many satellite events around the world. 2. TED talks are limited to a maximum of length of 18 minutes but may be on any topic. Here’s the TEDx website’s explanation of selection criteria: “TED looks for engaging, charismatic speakers whose talks expose new ideas that are supported by concrete evidence and are relevant to a broad, international audience.” (Posted by Margaret Rouse, in https://whatistechtarget.com/definition/TED-talk) 3. According to Chris Anderson (from TED Talks: The Official TED Guide to Public Speaking), the owner and global curator of TED, every TED talk starts with an idea: “You have something meaning to say, and your goal is to re-create your core idea inside your audience’s minds.” Anderson calls this idea “the gift in every great talk.” Your idea may: 4. In the online article of Barry “How To Deliver A TED Talk”, June 5, 2013 (https://www.buildingwhatmatters.com/2013/06/05/ted-talk/#.XP3RI4gzbIU), he implies that Tedtalks follow an organization structures. HOW TO OPEN YOUR TALK The first ten or twenty seconds of your speech will determine the engagement of the audience. Donovan suggest his three best options for opening your speech: Tell a personal story Make a shocking statement Ask a powerful question This Manual is a property of the University of St. La Salle PCOM Manual | Page 38 Unauthorized copying and / or editing is prohibited.  Flexible Learning A.Y. 2021-2022 DISTANCE EDUCATION PCOM Manual HOW TO BUILD YOUR SPEECH BODY AND TRANSISTIONS Donovan suggest using one of the three frameworks to build the body of your speech. No one is better than the others but using one of them is critical. Situation-complication-resolution Chronological narrative Idea-concepts descriptions HOW TO CONCLUDE YOUR TALK Simply your closing should be to reinforce the benefit to your audience. Remember when we talked about the “why” of your talk? Your closing should be a clear and powerful description of your why and some type of call to action. “The consequences of failure are …”,” by doing this, you will …” and so on. The video transcript that follows is an example of Tedtalk for communication analysis. Accomplish Learning Task Sheet #10 to develop your knowledge and skill in giving an effective talk. VIDEO TRANSCRIPT of the TedTalk of Gordon Brown with the title “Wiring a Web for Global Good” Source: https://www.youtube.com/watch?v=y7rrJAC84FA&t=293s You may watch the video if it is available. 1. Can I say how delighted I am to be away from the calm of Westminster and Whitehall? (Laughter) This is Kim, a nine-year-old Vietnam girl, her back ruined by napalm, and she awakened the conscience of the nation of America to begin to end the Vietnam War. This is Birhan, who was the Ethiopian girl who launched Live Aid in the 1980s, 15 minutes away from death when she was rescued, and that picture of her being rescued is one that went round the world. This is Tiananmen Square. A man before a tank became a picture that became a symbol for the whole world of resistance. This next is the Sudanese girl, a few moments from death, a vulture hovering in the background, a picture that went round the world and shocked people into action on poverty. This is Neda, the Iranian girl who was shot while at a demonstration with her father in Iran only a few weeks ago, and she is now the focus, rightly so, of the YouTube generation. 2. And what do all these pictures and events have in common? What they have in common is what we see unlocks what we cannot see. What we see unlocks the invisible ties and bonds of sympathy that bring us together to become a human community. What these This Manual is a property of the University of St. La Salle PCOM Manual | Page 39 Unauthorized copying and / or editing is prohibited.  Flexible Learning A.Y. 2021-2022 DISTANCE EDUCATION PCOM Manual pictures demonstrate is that we do feel the pain of others, however distantly. What I think these pictures demonstrate is that we do believe in something bigger than ourselves. What these pictures demonstrate is that there is a moral sense across all religions, across all faiths, across all continents -- a moral sense that not only do we share the pain of others, and believe in something bigger than ourselves but we have a duty to act when we see things that are wrong that need righted, see injuries that need to be corrected, see problems that need to be rectified. 3. There is a story about Olof Palme, the Swedish Prime Minister, going to see Ronald Reagan in America in the 1980s. Before he arrived Ronald Reagan said -- and he was the Swedish Social Democratic Prime Minister -- "Isn’t this man a communist?" The reply was, "No, Mr President, he’s an anti-communist." And Ronald Reagan said, "I don’t care what kind of communist he is!" (Laughter) Ronald Reagan asked Olof Palme, the Social Democratic Prime Minister of Sweden, "Well, what do you believe in? Do you want to abolish the rich?" He said, "No, I want to abolish the poor." Our responsibility is to let everyone have the chance to realize their potential to the full. 4. I believe there is a moral sense and a global ethic that commands attention from people of every religion and every faith, and people of no faith. But I think what's new is that we now have the capacity to communicate instantaneously across frontiers right across the world. We now have the capacity to find common ground with people who we will never meet, but who we will meet through the Internet and through all the modern means of communication; that we now have the capacity to organize and take collective action together to deal with the problem or an injustice that we want to deal with; and I believe that this makes this a unique age in human history, and it is the start of what I would call the creation of a truly global society. 5. Go back 200 years when the slave trade was under pressure from William Wilberforce and all the protesters. They protested across Britain. They won public opinion over a long period of time. But it took 24 years for the campaign to be successful. What could they have done with the pictures that they could have shown if they were able to use the modern means of communication to win people’s hearts and minds? 6. Or if you take Eglantyne Jebb, the woman who created Save the Children 90 years ago. She was so appalled by what was happening in Austria as a result of the First World War and what was happening to children who were part of the defeated families of Austria, that in Britain she wanted to take action, but she had to go house to house, leaflet to leaflet, to get people to attend a rally in the Royal Albert Hall that eventually gave birth to Save the Children, an international organization that is now fully recognized as one of the great institutions in our land and in the world. But what more could she have done if she’d had the modern means of communications available to her to create a sense that the injustice that people saw had to be acted upon immediately? This Manual is a property of the University of St. La Salle PCOM Manual | Page 40 Unauthorized copying and / or editing is prohibited.  Flexible Learning A.Y. 2021-2022 DISTANCE EDUCATION PCOM Manual 7. Now look at what’s happened in the last 10 years. In Philippines in 2001, President Estrada -- a million people texted each other about the corruption of that regime, eventually brought it down and it was, of course, called the "coup de text." (Laughter) Then you have in Zimbabwe the first election under Robert Mugabe a year ago. Because people were able to take mobile phone photographs of what was happening at the polling stations, it was impossible for that Premier to fix that election in the way that he wanted to do. Or take Burma and the monks that were blogging out, a country that nobody knew anything about that was happening, until these blogs told the world that there was a repression, meaning that lives were being lost and people were being persecuted and Aung San Suu Kyi, who is one of the great prisoners of conscience of the world, had to be listened to. Then take Iran itself, and what people are doing today: following what happened to Neda, people who are preventing the security services of Iran finding those people who are blogging out of Iran, any by everybody who is blogging, changing their address to Tehran, Iran, and making it difficult for the security services. 8.Take, therefore, what modern technology is capable of: the power of our moral sense allied to the power of communications and our ability to organize internationally. That, in my view, gives us the first opportunity as a community to fundamentally change the world. Foreign policy can never be the same again. It cannot be run by elites; it’s got to be run by listening to the public opinions of peoples who are blogging, who are communicating with each other around the world. 200 years ago the problem we had to solve was slavery. 150 years ago I suppose the main problem in a country like ours was how young people, children, had the right to education. 100 years ago in most countries in Europe, the pressure was for the right to vote. 50 years ago the pressure was for the right to social security and welfare. In the last 50-60 years we have seen fascism, anti-Semitism, racism, apartheid, discrimination on the basis of sex and gender and sexuality; all these have come under pressure because of the campaigns that have been run by people to change the world. 9.I was with Nelson Mandela a year ago, when he was in London. I was at a concert that he was attending to mark his birthday and for the creation of new resources for his foundation. I was sitting next to Nelson Mandela -- I was very privileged to do so -- when Amy Winehouse came onto the stage. (Laughter) And Nelson Mandela was quite surprised at the appearance of the singer and I was explaining to him at the time who she was. Amy Winehouse said, "Nelson Mandela and I have a lot in common. My husband too has spent a long time in prison." (Laughter) Nelson Mandela then went down to the stage and he summarized the challenge for us all. He said in his lifetime he had climbed a great mountain, the mountain of challenging and then defeating racial oppression and defeating apartheid. He said that there was a greater challenge ahead, the challenge of poverty, of climate change -- global challenges that needed global solutions and needed the creation of a truly global society. We are the first generation which is in a position to do this. Combine the power of a global ethic with the power of our ability to communicate and organize globally, with the challenges that we now face, most of which are global in their nature. Climate change cannot be solved in one This Manual is a property of the University of St. La Salle PCOM Manual | Page 41 Unauthorized copying and / or editing is prohibited.  Flexible Learning A.Y. 2021-2022 DISTANCE EDUCATION PCOM Manual country, but has got to be solved by the world working together. A financial crisis, just as we have seen, could not be solved by America alone or Europe alone; it needed the world to work together. Take the problems of security and terrorism and, equally, the problem of human rights and development: they cannot be solved by Africa alone; they cannot be solved by America or Europe alone. We cannot solve these problems unless we work together. 10.So the great project of our generation, it seems to me, is to build for the first time, out of a global ethic and our global ability to communicate and organize together, a truly global society, built on that ethic but with institutions that can serve that global society and make for a different future. We have now, and are the first generation with, the power to do this. Take climate change. Is it not absolutely scandalous that we have a situation where we know that there is a climate change problem, where we know also that that will mean we have to give more resources to the poorest countries to deal with that, when we want to create a global carbon market, but there is no global institution that people have been able to agree upon to deal with this problem? One of the things that has got to come out of Copenhagen in the next few months is an agreement that there will be a global environmental institution that is able to deal with the problems of persuading the whole of the world to move along a climate-change agenda. 11.One of the reasons why an institution is not in itself enough is that we have got to persuade people around the world to change their behavior as well, so you need that global ethic of fairness and responsibility across the generations. Take the financial crisis. If people in poorer countries can be hit by a crisis that starts in New York or starts in the sub-prime market of the United States of America. If people can find that that sub-prime product has been transferred across nations many, many times until it ends up in banks in Iceland or the rest in Britain, and people's ordinary savings are affected by it, then you cannot rely on a system of national supervision. You need in the long run for stability, for economic growth, for jobs, as well as for financial stability, global economic institutions that make sure that growth to be sustained has to be shared, and are built on the principle that the prosperity of this world is indivisible. 12.So another challenge for our generation is to create global institutions that reflect our ideas of fairness and responsibility, not the ideas that were the basis of the last stage of financial development over these recent years. Then take development and take the partnership we need between our countries and the rest of the world, the poorest part of the world. We do not have the basis of a proper partnership for the future, and yet, out of people’s desire for a global ethic and a global society that can be done. I have just been talking to the President of Sierra Leone. This is a country of six and a half million people, but it has only 80 doctors; it has 200 nurses; it has 120 midwives. You cannot begin to build a healthcare system for six million people with such limited resources. Or take the girl I met when I was in Tanzania, a girl called Miriam. She was 11 years old; her parents had both died from AIDS, her mother and then her father. She was an AIDS orphan being handed across different extended families to be cared for. She herself was suffering from This Manual is a property of the University of St. La Salle PCOM Manual | Page 42 Unauthorized copying and / or editing is prohibited.  Flexible Learning A.Y. 2021-2022 DISTANCE EDUCATION PCOM Manual HIV; she was suffering from tuberculosis. I met her in a field, she was ragged, she had no shoes. When you looked in her eyes, any girl at the age of eleven is looking forward to the future, but there was an unreachable sadness in that girl’s eyes and if I could have translated that to the rest of the world for that moment, I believe that all the work that it had done for the global HIV/AIDS fund would be rewarded by people being prepared to make donations. 13.We must then build a proper relationship between the richest and the poorest countries based on our desire that they are able to fend for themselves with the investment that is necessary in their agriculture, so that Africa is not a net importer of food, but an exporter of food. Take the problems of human rights and the problems of security in so many countries around the world. Burma is in chains, Zimbabwe is a human tragedy, in Sudan thousands of people have died unnecessarily for wars that we could prevent. In the Rwanda Children's Museum, there is a photograph of a 10-year-old boy and the Children's Museum is commemorating the lives that were lost in the Rwandan genocide where a million people died. There is a photograph of a boy called David. Beside that photograph there is the information about his life. It said "David, age 10." David: ambition to be a doctor. Favorite sport: football. What did he enjoy most? Making people laugh. How did he die? Tortured to death. Last words said to his mother who was also tortured to death: "Don't worry. The United Nations are coming." And we never did. And that young boy believed our promises that we would help people in difficulty in Rwanda, and we never did. 14.So we have got to create in this world also institutions for peacekeeping and humanitarian aid, but also for reconstruction and security for some of the conflict-ridden states of the world. So my argument today is basically this. We have the means by which we could create a truly global society. The institutions of this global society can be created by our endeavors. That global ethic can infuse the fairness and responsibility that is necessary for these institutions to work, but we should not lose the chance in this generation, in this decade in particular, with President Obama in America, with other people working with us around the world, to create global institutions for the environment, and for finance, and for security and for development, that make sense of our responsibility to other peoples, our desire to bind the world together, and our need to tackle problems that everybody knows exist. 15.It is said that in Ancient Rome that when Cicero spoke to his audiences, people used to turn to each other and say about Cicero, "Great speech." But it is said that in Ancient Greece when Demosthenes spoke to his audiences, people turned to each other and didn’t say "Great speech." They said, "Let's march." We should be marching towards a global society. Thank you. (Applause) end of transcript This Manual is a property of the University of St. La Salle PCOM Manual | Page 43 Unauthorized copying and / or editing is prohibited.  Flexible Learning A.Y. 2021-2022 DISTANCE EDUCATION PCOM Manual COMMUNICATION IN REACTION PAPER A reaction or response paper requires the writer to analyze a text, then develop commentary related to it. It is a popular academic assignment because it requires thoughtful reading, research, and writing. (Source: https://www.wikihow.com/Write-a-Reaction-Paper and Rachel Scoggins, PhD) Writing a reaction paper is a task that requires a student to analyze information and give comments on a certain text or media. A reaction paper is different from a review in that it is composed in the first person and assumes subjective point of view. Working on this type of task, you are welcome to use such phrases as “I believe” or “I think” and even present your thoughts in an emotional manner (https://ozzz.org.) The essay found on the next page is a reaction paper to the talk, “Wiring a web for Global Good”. After understanding the content of the text, you will evaluate the following components of the text: INTRODUCTION, BODY, CONCLUSION, LANGUAGE AND REFERENCES. The Making of a Global Society through Communication Technology A Reaction Paper on Gordon Brown’s Talk Wiring a Web for a Global Good By Randdie P. Cuelo, LPT, EdD 1. Gordon Brown’s talk generally tackles about how the world has become a global society with the aids of technology in communication. Along with it is his idea that humanity has the capability to free itself from the blindness of seeing the truth, that is, the truth of solidarity and sympathy that are naturally endowed to the human species. Moreover, he talks about the reality that people across the globe can now communicate and connect with each other, share common goals; patch up differences for one purpose and conviction, making the world a lot smaller. As a consequence of freedom from social indifference, Brown reminds that a man’s duty to act accordingly to what is right, good and moral not just for him, but more for others. 2. In close listening, the topic is not just being discussed for social information, but also for a lot of expectation for attention and action from the immediate listeners, and from those who play influential roles in the society. The topic is as important as Brown himself who has the pow