Purposive Communication (ENG 21) - Chapter 1 PDF

1 **Chapter 1** **Communication: Processes, Types, Levels, Functions, Principles, and Ethics** **LEARNING OBJECTIVES:** At the end of the chapter, you should be able to: **1.** Identify the types of communication in relation to mode, context, purpose, and style; **2.** Explain the communication...

1 **Chapter 1** **Communication: Processes, Types, Levels, Functions, Principles, and Ethics** **LEARNING OBJECTIVES:** At the end of the chapter, you should be able to: **1.** Identify the types of communication in relation to mode, context, purpose, and style; **2.** Explain the communication process; **3.** Discuss the value of communication in enhancing one's personal and professional relationships; and **4.** Recognize the importance of a code in ethics in communication. **===============================================================** Imagine the world without communicating with each other. What could happen? Write your thoughts on the most extreme situation that can happen. **Engage** \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ What situations can you think of that presents communication? Communication does not only mean transferring 2 **Explore** **What is communication?** information from one person to another but it comes with understanding. If the receiver of the information did not understand well what was communicated, communication was not successful. This is either the communicator was not effective or the receiver lacks certain skills and/or knowledge in comprehending the information. (Skills of an effective speaker will be discussed later in this learning packet.) Communication does not only involve using words through speaking but it also involves body gestures, pictures, and/or symbols. Communication happens in various ways as it has different classifications. As a communicator, you have to be able to tell whether the **Communication** is the transmission of information and understanding from one person or group to another. The goal is to get a set of information and the understanding of that information from one person or group to another person or group. The critical factor in measuring the effectiveness of communication is common understanding. Understanding exists when both parties involved in the communication have a mutual agreement as to not only the information but also the meaning of the information. Communicating with others is the heart of every activity and of the very process of living. Communication is the thread that ties the actions of the individual or organization to its desired objectives. Communication as a process that enables one to share his ideas with others. The means of communication are usually spoken or written words, pictures or symbols but we also give information through body language, gestures, and looks, facial expressions. Communication maybe classified according to: communication mode, context, and purpose and style. **Explain** **[TOPIC 1:] The Communication Process** Communication has certain elements and follows a process. In the diagram on the next page, notice that the sender encodes a message that the receiver decodes. If the message is well received, the receiver in turn sends feedback or a response. In some situations, there are barriers or disturbances that disrupt communication. To make you an effective verbal communicator, you should be a communicator who: **C**larifies receivers of the message were able to understand the message or not. If not, make sure to clarify the message. How? You can rephrase the explanation or use visual aids in clarifying the message. **L**istens **E**ncourages empathically **A**cknowledges **R**estates/repeats As a communicator, you have to listen to the feedback of your receivers of the message. With the feedback, you are able to identify whether you were able to successfully communicate the message or not. Listening also helps you know your own effectivity as a communicator of message. As a communicator, you have to put yourself in the place of your audience. With this, you are able to identify the feelings of your audience and their needs in understanding the message. Thus, you can have an idea where to adjust for the communication to be successful. As a communicator, you have to be able to recognize the truth in your message and feedback of your receiver. Without the acknowledgment, you present that you do not accept the message and the response of your receiver. Thus, the message is not well communicated between you and your audience. As a communicator, you have to clarify the message for the receiver to be able to receive it well. Being able to restate or repeat the message is a way for you to clarify the message. Communication also involves nonverbal where there is no speaking used. 3 To make you an effective nonverbal communicator, you should be a communicator who: **R**elaxes Make sure to be relaxed as you communicate to make the audience relaxed as well in understanding the message. If you are not relaxed during the communication process, your audience will not trust you. Thus, the message will not be transmitted well to the receiver. **O**pens up As a communicator, you must be willing to share nonverbally. Do remember that communication is not limited to speaking only. **L**eans toward the other person Being able to lean to the receiver of your message shows your closure and it communicates a message that cannot be expressed through words. **E**stablishes eye contact Eye contact creates rapport with the receiver. With this close and harmonious relationship created between you and the receiver, both of you are able to create understanding. Thus, the message will be communicated well. **S**hows appropriate facial expressions Your facial expression shows your emotions and it aids the audience in understanding the message. You have to make sure that your facial expressions go with the message you are trying to transmit. Inappropriate facial expressions can lead to misunderstanding of the message. For example, your message is about your sympathy on the death of the other person's relative but your facial expression shows happiness. Thus, the receiver will not be able to understand your message of sympathy. **Barrier** **SENDER** **(encodes)** Message is an important part of the communication **RECEIVER** **Barrier (decodes)** **Feedback/Response** If the message is not **[relevant to the needs of the receiver]**, the receiver process. Without the message, there is no need to have the communication process. Since your message is **[clear]**, the receiver is able to undoubtedly comprehend the gist of the message. A **[concise]** message means that it is short and direct to the point. With your message being direct to the point, it contributes to the clarity of the message. Effective communication requires the ***message*** to be: Clear and concise Accurate Relevant to the needs of the receiver Timely Meaningful Applicable to the situation Effective communication requires the ***sender*** to: Know the subject well Be interested in the subject does not have the interest in participating in the communication process. When creating a speech for a certain event, you have to identity the need of your audience for you to be able to relate the message to what they need to know. A message that is **[timely]** means that the message is useful at the time of communication. For instance, the timely message to be communicated at the time of enrollment of students is information about the process of enrollment; not the process of dropping class subjects. This also means that the message is **[applicable to the situation.]** Every message has its **[meaning.]** There is nothing to be communicated if the message does not contain any meaning. **[Accurate]** message leads to an effective communication because it already contains factual information and there is no need to conduct another communication with the same lesson. The accuracy of the message makes you a reliable communicator as well. Know the audience members and establish a rapport with them Speak at the level of the receiver Choose an appropriate communication channel As a sender, you have to **[know the subject well]** so that you will know what to say to your receiver. In looking for the words to say to your audience, you have to keep in mind that you have to **[speak at the level of the receiver]** and **[choose an appropriate communication channel.]** If your words are not at the level of the audience, they will not understand the message that you are communicating. Inappropriate channel of communicating is one of the barriers in communication that leads to misunderstanding of the message. You also have to be **[interested in the subject]** so that you will be able to exert effort in looking for ways to properly communicate the subject. If you **[know the audience members,]** you are able to find content of your message that is relevant to the receiver. With the relevance of your message to the receiver, the receiver interestingly absorbs your message. If you **[establish a] [rapport with the audience, ]**you will build a harmonious relationship with the audience and it creates your connection to the message. Thus, it leads to the understanding of the message. As a receiver in the communication process, you have to be **[aware]** that you will be receiving and understanding a message. With this awareness of the message to be communicated to you, your **[interest]** to listen to the sender is activated. Hence, you will be **[willing]** to The ***channel*** should be: Appropriate Affordable Appealing The ***receiver*** should: 4 The channel should be **[appropriate]** to avoid misunderstanding or no transmission of information at all. For example, use pictures as a channel of communication in communicating with early childhood education students since they cannot read words yet. The channel should also be **[affordable]** so that the audience and speaker can access the information or message. Without access to the information or message, the communication will not be successful. An **[appealing]** channel creates interest in the perspective of the audience. Thus, the audience is motivated to listen to the sender of the message and the message itself. absorb the content of the message. If you **[listen attentively]** to the sender, you will be able to grasp the message well. Not listening attentively on the other hand leads to Be aware, interested, and willing to accept the message Listen attentively Understand the value of the message Provide feedback There are many kinds of communication models. Some of these may have been Shannon-Weaver's Model of communication shows that the **[information]** comes from the **[source]** and goes back to the source. From the source, the **[message]** passes through a misinterpretation of the message or no absorption of the message at all. As a receiver, you have to **[understand the value of] [the message. ]**You have to know the reason you are listening to the sender and receiving the message so that you will give importance to the message as well. Valuing the message means that you have understood what was communicated to you by the sender. It is also important for you to **[provide feedback]** as a receiver. Your feedback proves your understanding of the message. It also shows whether you understand the message or not. Shannon-Weaver's Model David Berlo's Model presented to you in senior high school. Here are two of those models. **[transmitter]** and a **[signal]** is received by the **[receiver]**. The message goes to its **[destination]** which is the receiver. After the message is received, **[feedback]** is sent back to the source. However, it is important to take note that the communication process can be disrupted by **[noise]**. When we communicate, there is a possibility that the communication process is interrupted by something which is called 'noise' in this model. Berlos's SMCR (Source-Message-Channel-Receiver) Model of Communication show that the **[source]** of information **[encodes (creates)]** the **[message]** and transmits it through a **[channel]**. The information is then **[decoded (interpreted)]** by the **[receiver]**. The significant aspect of this model is that the parts (source, message, channel, a receiver) of the communication process have various characteristics which are presented above. The characteristics presented influence how the source encodes the message, what a message contains, what channels can be used, and how the receiver decodes the message. With these varied characteristics of the parts of the communication process, the message can be encoded and decoded differently. 5 Barriers to Communication These are characteristics of a sender and a receiver which are considered as barriers to communication. These are considered Language Values and Beliefs Sex/gender and Age Economic Status Educational Level Physical Barriers Attitude Timing Understanding of Message Trust barriers because these may lead to the disruption of the communication process. It was presented in the previous discussion that there are disruptions that can happen in the communication process. These disruptions are caused by a number of noise or barriers. These characteristics are considered barriers since they interrupt the transmission of the message from the source to the receiver. The differences of people in these characteristics indicate their different perspectives which contribute to miscommunication. For example, people of different sex/gender and age have different values and beliefs. The receiver might disagree with the sender's message because of these. The receiver might not also understand the message because of these differences or they have different levels ^There\ are\ various^ of understanding. classifications of communication. This part explains these classifications. Here is list of the various types. A. Types According to Mode [1. Verbal and Non-verbal] [2. Visual] B. Types According to Context [1. Intrapersonal] [2. Interpersonal] [3. Extended] [4. Organizational ] Organizational Structure a\. Formal a.1.Downward/ Top-Down a\. 2. Upward/Bottom Up a\. 3. Horizontal a\. 4. Crosswise b\. Informal [5. Intercultural] C. Types According to Purpose and Style [1. Formal] [2. Informal] **[TOPIC 2]: Types of Communication** **A. Types According to Mode** 1\. Verbal and non-verbal 2\. Visual communication uses signs, symbols, imagery, maps, graphs, charts, diagrams to convey information. Visuals have greater success in catching attention. Thus, graphic elements in presentations such as color, size, shape, number of words, design in must be considered with care. Communication mode refers to the channel through which one uses to express his intent. Face-to-face Video (Skype, Facebook messenger, Viber, WhatsApp, Apple FaceTime) Audio (Telephone, voice message, voice mail) Text-based ( e-mail, facsimile, text messaging,, social networking sites such as network sites such as Facebook, Twitter, and Instagram) **B. Types According to Context** **[1. Intrapersonal Communication]** means ***t[alking to oneself]***. Some label it as self or inner talk, inner monologue or inner dialogue. Psychologists call it with other names as self-verbalization or self-statement. **[2. Interpersonal Communication]** is an ***[interactive exchange between or among] [interlocutors ]***(speakers). It is meant to establish or deepen one's relationship with others. However, if the objective is to achieve something at the end of the conversation, it becomes transactional. **[3. Extended Communication]** involves the ***[use of electronic media]*** to include tele, audio and phone conferencing; video conferencing; Skype calls; and other technological means. **[4. Organizational Communication]** focuses on the role that ***c[ommunication plays in] o[rganizational context]***. For an organization to be successful, a system of communication Here are examples of people communicating in the formal structure. a\. Downward/ Top-Down The president of BSU disseminating information to the teachers, then to the students. b\. Upward/Bottom Up Teachers informing their supervisors information about students, then the supervisors tell the information to the president of BSU. c\. Horizontal Teachers of Purposive Communication collaborating for the improvement of the subject's materials. Students brainstorming together for their output. d\. Crosswise A clerk in the College of Arts and Humanities informing the supervisor of the Registrar's Office about the students who did not enroll for the semester. 6 should be put in place. A set of rule or standards for communication protocol should be clear so that interaction patterns are established. On the part of the individual, he/she should be equipped with the needed oral and written communication skills that the organization expects him/her to possess. **[Two Types of Organizational Structure ]** **1. [Formal Structure]** allows communication to take place via designated channels of message flow between positions in the organization using use of four approaches. **a. Downward/Top-Down** communication flows from upper to lower position. **b. Upward/Bottom-Up** communication takes place where subordinates send communication to their bosses. Source: https://keydifferences.com/wp-content/uploads/2017/07/upward-vs-downward-communication.jpg **c. Horizontal** communication is lateral in approach as it takes place among people belonging to the same level but coming from different departments to facilitate performance of tasks through proper coordination. Source: https://courses.lumenlearning.com/wm-organizationalbehavior/chapter/directions-of-communication/ **d. Crosswise** communication approach is diagonal in nature as employees from different units or departments working at various level communicate with each other. 7  Source: https://courses.lumenlearning.com/wm-introductiontobusiness/chapter/communication-flows/ **2. [Informal Structure]** comes from unofficial channels of message flow. **[5. Intercultural communication]** refers to the ***[interaction between or among people] h[aving different linguistic, religious, ethnic, social and professional backgrounds]***. Interpretations of cultures must be appropriate. **C. Types According to Purpose and Style** 1\. **Formal communication** employs formal language delivered orally or in written form. Lectures, speech, research and project proposals, reports and business letters, among others are all considered formal situations and writings. 2\. **Informal Communication** does not employ formal language. It involves personal and ordinary conversations with friends, family members and acquaintances. The purpose is to socialize and to enhance relationships. **Elaborate** a\. We meet different people in different situations. The context, the mode and the type differ in every situation. Also, there may be barriers in communication that can disrupt the success of communication. Think of some situations that you have had a successful and unsuccessful communication with someone. How did you make it successful? How did you overcome the barriers? b\. Identify the type of communication (according to context) that happens in the following: 1\. Meditation \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 2\. Friends chatting during breaks \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 3\. Haggling with an online seller\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 4\. Asking for a leave from work\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 5\. Brainstorming during group work \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 8  **TASK 1:** Analyze the communication situation below. Then answer what is asked. Write your answers on a half crosswise quiz paper. You will submit your paper on the face-to-face class schedule. Always stay updated by checking the announcements on the Google Classroom. Tom, a first-year college student, is called upon by the teacher to read a poem aloud. "Do we really have to take this up now?" says Tom. "It's boring!" shout some other friends and classmates. Others giggle. But one shouts, "But I like it!" The rest are silent, awaiting the teacher's reaction. A. Identify the type of communication according to: (3pts) 1\. Mode: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 2\. Context: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 3\. Purpose and Style: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ B. Discuss the elements of the communication process in this scenario. Did effective communication take place? Answer in a paragraph form in not more than 70 words. Submit your answer in pdf format in the Google Classroom. (GRADED) Criteria: Content- Analysis of the communication process and effective communication: (10pts.) Mechanics & Grammar- Spelling, sentence structure : (7 pts.) Aside from the different classifications of communication, it also has different **[TOPIC 3:] Levels of Communication** levels which are presented below. **1. [Cliché Communication ]**uses conventional messages *[to establish rapport, to break] [the ice, and/or to end a conversation]*. Clichés are overused expressions that have lost their original (content) meanings and have taken on new relational meanings. We expect cliché communication at the beginning and end of every conversation, regardless of our feelings about a person. **2. [Factual communication ]***[uses events, makes observations, and offers knowledge to] [others ]*in a manner which can be called chit chat or small talk. Factual communication includes reporting what you've read in a textbook, what you've studied for a test, showing pictures of your children, and exchanging biographical information about yourself. Factual communication is relatively safe and most do this well. **3. [Evaluative communication ]***[offers opinions, ideas and judgments]* to others. This is risky business because the odds are that others will reciprocate with their own evaluations, which may be different from yours. When people consistently use evaluative communication, they must be prepared for eventual conflict. It's important 9 to consider the value of critical and creative thinking, as well as the relational meanings of messages that are exchanged. When using evaluative communication, consider carefully the importance of descriptive, provisional, and responsible expressions. Strive to avoid cautionary language, sarcasm, and nonverbal put-downs (e.g., rolling your eyes in response to another's comments). **4. [Gut-level communication ]**involves *[sharing our emotions and feelings]* with others. We are sharing our very essence when we allow others to know our heart. **5. [Peak communication ]**is the *[highest level]* of communication. This is also called \"communal-level communication.\" Peak communication is rare, even among close friends and family members. We communicate with one another for different reasons or purposes. Here are **[TOPIC 4:] Functions of Communication** the various uses of communication. In every communication situation, there is always a purpose. For example, teachers speak to students to impart knowledge, motivational speakers upload their speeches to inspire their viewers and politicians lay down their platforms to encourage people to vote for them. The following are some of the functions of communication: **1. Informative Function** We want ***t[o inform ]***other people of what we know -- facts, information, and knowledge. In school, most of our speaking activities are directed to get and give information to develop or improve our knowledge and skills. **2. Instructive Function** Many times, older people who hold important information, and those in higher rank communicate ***t[o instruct ]***people on what to do, when and where to do them, and on why and how to do them. **3. Persuasive Function** You may find yourself wanting ***t[o influence ]***the opinion of others to believe and accept your stand or claim on an issue or problem; so, you think of strategies on how to persuade them to change their perspectives or opinion. **4. Motivation Function** We communicate ***t[o entice and direct people ]***to act and reach their objectives or goals in life. In the process, we use positive language to make them realize that their actions lead them to something beneficial for their being. **5. Aesthetic Function** We use communication ***f[or pleasure and enjoyment]***. For example, you talk with your friends when you want to have fun. 10 **6. Therapeutic Function or Emotional Expression** Communication is curative and serves ***t[o maintain good health]***. Sometimes, talking to a person does not mean asking for his help; we talk to another person merely to vent our feelings. After we talk, we find ourselves in a much better condition. One example is when a person talks to his/her therapists. Another example is when you share your feelings to a friend or family member to ease your worry or anxiety. **7. Regulation or Control** People use communication ***t[o maintain control over other people's attitude and behavior]***. Your parents use it to guide, inspire, or reprimand you when you seem to lose control over your schedule, studies, and relationships, among others. **8. Social Interaction** Communication helps us start, maintain, regulate, or even end relationships with other people. We usually establish a positive climate at home, in school, and in the workplace by greeting the people around us and by exchanging pleasantries with them. **Elaborate** What examples can you give for each of the functions? **[TOPIC 5:] Principles of Effective Communication** 1\. Know your purpose in communicating. 2. Know your audience. 3\. Know your topic. These principles are in relation to the characteristics of an effective communicator discussed in Topic 1 of this chapter. 4\. Adjust your speech or writing to the context of the situation. 5\. Work on the feedback given you. **Principles of Effective Oral Communication** 1\. Be clear with your purpose. 2\. Be complete with the message 3\. Be natural with your delivery. 4\. Be specific and timely with your feedback. **Principles of Effective Written Communication: The 7Cs** 1\. Be clear. As a speaker, you have to be clear with what you want to say to your audience. It goes the same in writing. In writing, your audience are your readers. 2\. Be concise. You also have to write direct to the point; not just in communicating verbally. In communicating with other people, we also have to be very careful. There are ethical guidelines that we need to follow. Not because we have the freedom of speech, we can already communicate with other people the way we want to without thinking about them. Here are the ethical guidelines in communicating both in oral and written communication. 11 3\. Be concrete. In writing, you should also use words that describe things that we see through our senses. With these words, the readers can relate more to what you are writing. For example, use phrases like '10 degrees', 'fat Siamese cat'. 4\. Be correct. As a speaker, you have to be reliable by telling the truth. It goes the same in writing, you have to tell the truth when you write non-fiction literary pieces. Writing the facts and not misguiding the readers make you a reliable writer. 5\. Be coherent. Writing coherently means that you have to make sure that the flow of ideas is smooth in your written output. This contributes to the clarity of your output. 6\. Be complete. In writing and speaking, the information you are sharing should be complete. You should not miss sharing important parts of the information. Incomplete information can lead to misunderstanding between the people involved. 7\. Be courteous. Being courteous in communicating does not only apply in the way you speak. It also applies in the way you use words in writing. Use words that show your politeness when writing. When we communicate through writing, it can be formal which is the polite way of communicating or it can be informal which has the opposite level of formality to formal writing. **TOPIC 6: Ethics of Communication** It is important to note that one's behavior should be regulated by honesty, decency, truthfulness, sincerity, and moral uprightness. 1\. Establish an effective value system that will pave way for the development of integrity as a person. One's behaviour and decision-making style affect, in turn, the operation of an organization. 2\. Provide complete and accurate information. Data should always be contextualized and correct. 3\. Disclose vital information adequately and appropriately. Never conceal or hide information for the purposes of transparency. **Ten Basics of Ethical Communication** Seek to "elicit the best" in communications and interactions with other group members. Listen when others speak. Speak non-judgmentally. Speak from your own experience and perspective, expressing your own thoughts, needs, and feelings. Seek to understand others (rather than to be "right" or "more ethical than thou"). Avoid speaking for others, for example by characterizing what others have said without checking your understanding, or by universalizing your opinions, beliefs, values, and conclusions, assuming everyone shares them. Manage your own personal boundaries: share only what you are comfortable sharing. Respect the personal boundaries of others. Avoid interrupting and side conversations. Make sure that everyone has time to speak, that all members have relatively equal "air time" if they want it. Make sure that you update yourself with the posts on the Google Classroom  **Evaluate** 12 to avoid missing the scheduled time of the activity. **Task 2**: To evaluate your comprehension on the types, levels, functions, principles, and ethics of communication, there will be an assessment (20pts). Schedule will be agreed upon in class.