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Purposive Communication Corazon F. Rubio Mayra Christina M. Ambrocio, DEM  Table of Contents Module 5: Communication in English: A Discourse Introduction 58 Learning Outcomes...

Purposive Communication Corazon F. Rubio Mayra Christina M. Ambrocio, DEM  Table of Contents Module 5: Communication in English: A Discourse Introduction 58 Learning Outcomes 58 Lesson 1: Specific and Clear Language 59 Lesson 2: Standard and Non-Standard English 62 Lesson 3: Diction – Lexical Accuracy 65 Lesson 4: Euphemisms on Euphemisms 66 Module 6: Creating Multimodal Texts Introduction 75 Learning Outcomes 75 Lesson 1: Evaluating Messages and Multi-modal Texts 76 Lesson 2: Multimodal Text Examples 77 Lesson 3: Creating Multi-modal Texts 78 Module 7: Communication For Various Purposes Introduction 90 Learning Outcomes 90 Lesson 1: Principles of Communication for Various Purposes 91 Lesson 2: Communication: General Speech Purposes 94 Lesson 3: Specific Speech Purposes 94 Lesson 4: Fundamentals of Public Speaking: Four Types of Speeches 97 Lesson 5: Delivering an Impromptu Speech 101 Lesson 6: Sample Speech: The Filipino Is Worth Dying For 102  List of Tables Figure Description 5.1 Examples of Informal /Non-Standard versus Formal/Standard 63 Usages 5 26 6 27 7 27 8 28 9 29 10 30 11 31 12 32 13 43 14 44 15 44 16 45 17 45 18 46 19 47 20 48 21 48 22 49 23 49  MODULE 5 COMMUNICATION IN ENGLISH: A DISCOURSE Introduction In this lesson, you will learn how to write in the register of English discourse by planning and drafting documented writings in local and global context. Cambridge Dictionary defines discourse as a communication in speech or writing; or a speech or piece of writing about a particular, usually serious, subject. Learning Outcomes At the end of the module, the learner should be able to: 1. Know the principles of communication in for various purposes. 2. Understand the importance of appropriate language in showing values, respect and professionalism; 3. Respect for the legitimacy of different cultures; 4. Empower and value all cultures, not just their own. Lesson 1. Specific and Clear Language 58  In speech and writing, directness is the quality of being straightforward and concise: stating a main point early and clearly without embellishments or digressions. Directness contrasts with circumlocution, verbosity, and indirectness (Nordquist, 2020). There are different degrees of directness, which are determined in part by social and cultural conventions. In order to communicate effectively with a particular audience: 1. A speaker or writer needs to maintain a balance between directness and politeness. 2. Use precise and appropriate language. 3. Avoid or use with care are technical or specialized terms 4. Good writing and speaking should be 'simple & direct.’ 5. Delete the obvious. 6. Intensify the least obvious Obscure and pompous words are irritating (Prismnet, 2020). Instead, look for the possible synonym for a word. Students should aim for precise and appropriate language. Pompous language obscure meaning as given in this example: a) Scintillate, scintillate globale aurific; b) Strongly resembling a gem carbonaceous The highly technical and scientific words for example “a gem carbonaceous” for “diamond” hide the very simple meaning of the stanza. Delete the obvious” is a means to Consider statements or passages that argue for or detail what you and your peers already assume. “Intensify the least obvious” means that your writing/essay/speech as a declaration of new ideas, a fresh idea. Other terms one should avoid or use with care are technical or specialized terms that are specific to a professional discourse community. For instance, when lawyers converse with each other, they use “legalese" such as "bench trial" for a trial without a jury and the Latin reclusion perpetua for life imprisonment (Nordquist, 2020). 59  Doctors communicate with one another using such medical terms and shortcuts such as "CBC" for "complete blood count" and "stat" from the Latin statinum, meaning immediately. One easy way physicians can more effectively communicate with patients is to de-jargon their language by using common words and phrases instead of complex medical terms and acronyms (Petersen, 2015). When these words are used for an audience or readers outside of the discourse community, they are unnecessarily difficult. At times, there may be a need to include some technical terms from the discipline or area one is writing about. If this is the case, definitions of these terms should be provided for readers unfamiliar with them (Nordquist, 2020). Common Examples and Observations (Nordquist, 2020) 1. The whole world will tell you, if you care to ask, that your words should be simple and direct. 2. Everybody likes the other fellow's prose plain. 3. It has even been said that we should write as we speak. 4. That is absurd.... Most speaking is not plain or direct, but vague, clumsy, confused, and wordy.... 5. What is meant by the advice to write as we speak is to write as we might speak if we spoke extremely well. 6. "Prefer the short word to the long; the concrete to the abstract; and the familiar to the unfamiliar 60 Lesson 2. Standard and Non-Standard English (Chaudhary, 2020) According to Chaudhary (2020), Language has different dialects and pronunciations in various areas where it is spoken depending on the culture and ways of people. The following are the differences and scenarios between Standard and Non-Standard English. Standard English The formal type of English language that is mostly spoken and written I government agencies and environments is called Standard English. It is used in government institutions, Standard English is also engaged in media conversations, school announcements and international communications. It is very similar to normal English language that we use in our daily life. The only difference between the two is that Standard English makes use of complicated terms which are otherwise not very common in our everyday communications. This makes this language very formal and perfect for settings like government authorities, media and international dealings. Standard English is the language that is used by educated speakers in their speeches, researches, interviews or any other kind of public discourse. Non-Standard English In contrast, non-Standard English used is everyday life by anyone from a little kid to a 70 year old person with basic words that are common and easily understandable by the local community. Non-Standard English does not make use of complex terms and is sometimes missing the proper punctuation as well. Differences of Standard and Non-Standard English Standard English does not have differences depending on the area or community it is spoken in and is used in the same way through the world. 61 62 Lesson 3. Diction – Lexical Accuracy Lexical Accuracy refers to using words appropriately and correctly in communication. To master appropriate communication students, need to improve their vocabulary which is a turned to improve learners’ accuracy. Students are very much hooked to the internet as never before. There are many words in putting words in groups. Some of them are synonyms, antonyms, homophones, homographs, register, and idioms. The webtools are used to enrich learner’s vocabulary enrichment such as dictionaries and the virtual learning environmental. If students utilize the tools properly, then learning vocabulary will be much fun (Ragini, 2019). Lexical Change Be open to changes in the form and use of English words. For formal written communication, use international news, magazines and reputable journals as models. For example, further is now also used in the sense of farther. e.g.: Nothing could be further from the truth. (The Free Dictionary, 2020) This despite the existence of the idiom far from the truth. New word may come from inventions. For instance, the term fax, which is a short form for facsimile that is electronically transmitted, is now used as a verb as well: We need these reports faxed for the board meeting tomorrow. The clerk was faxing the deed of sale when a brownout occurred. Another is the brand name Xerox, from the copying process technically labeled as xerography (Dictionary.com, 2020). Now we have the noncount noun and verb xerox: The lecturer handed out xerox copies of his outline. [Thus far, the plural form xeroxes has not become popular] Many graduate students xerox whole books out of necessity. 63  Some words acquire new meanings (Malicsi, 2020). The verb consult led to the noun consultant, i.e., the person whom an institution consults for expertise which it does not have in-house. Now, that noun has led to another meaning of the verb consult, meaning “to function as a consultant.” Note the difference between these two meanings (Malicsi, 2020): The movie producer, director, designers, and actors consulted NASA scientists on details of the Mars mission. NASA consulted on every aspect of the sci-fi movie Mission to Mars. The use of text as a verb has become common on TV-CNN and American Idol use it to tell their viewers to send in their response, in constructions like you may text your response to or text “vote” to. The phrase I was texting has also been used in an American crime series. Still, its inflection seems to be limited. Sentences like: They texted me about the change in test schedule. We have been texting each other about the test. It may still be limited to Filipino English. For conversation, these forms may be used. But in formal written texts, the longer phrase sends a text message seems to be appropriate. Many students have begun to send text messages to each other to coordinate their team research. 64 Lesson 4. Euphemisms on Euphemisms Euphemism is expression used in place of me. That may be found offensive in suggest something unpleasant (Veritatem, 2015). Some words get superseded by other words: Handicapped > physically challenged Mentally retarded > mentally challenged Moslem (considered offensive) > Muslim Underdeveloped countries > developing countries General health > wellness > subjective well-being Died > passed away Old people > senior citizen Pregnant > in the family way Fake teeth > dentures (Veritatem, 2015) 65  ASSESSMENT TASK 5-1 A. Look up the terms in the last sentence to find out why these are offensive. Provide more appropriate alternatives for these and list them in the table here. (10 pts) Biased Term Why it is Offensive Bias-Free Alternative Jesus killer Lady president Little old woman Redneck Retard B. In column A are sentences containing expressions that informal, localized, or biased. Provide standard, formal, precise and clear alternatives. (10 pts) Non-Academic Usage Academic Usage 1. They requested for additional reference 1. materials. 2. The conclusion gotten by the group 2. doesn’t follow. 3. The respondents needed to chill. 3. 4. The interviewee was pulling my leg. 4. 5. The student promised to submit the 5. document asap. 66  ASSESSMENT TASK 5-2 A. Identify each pair of words as synonyms, antonyms, and homonyms. (10 pts) 1. lead/led 6. rustic/refined 2. raze/raise 7. whether/weather 3. irk/annoy 8. insurrection/revolt 4. defer/delay 9. random/deliberate 5. ample/plentiful 10.vertical/horizontal B. Look up each word in your dictionary and write the definition. (10 pts) 1. Ruminate 6. Tantamount 2. Pauperize 7. Sycophant 3. Hauteur 8. Wheedle 4. Torpid 9. Oration 5. Censure 10. Minatory C. Give the euphemism of the following words. (10 pts) 1. Fired 2. Squatter 3. Cheap 4. Jail 5. Lay off 67  ASSESSMENT TASK 5-3 C. A. List down examples of words with their negative connotations. (25 pts) a. Race and b. Disability c. Sexual d. Age e. Social Class Ethnicity Orientation 1. 1. 1. 1. 1. 2. 2. 2. 2. 2. 3. 3. 3. 3. 3. 4. 4. 4. 4. 4. 5. 5. 5. 5. 5. B. Read the following statements carefully. Decide if each statement is true or false. Write T on the blank if the statement is true, and F if the statement is false. If the statement if false, re-write or revise it to make it true. Use the space provided after each statement. (12 pts) 68 _____1. Anyone who is a proficient speaker of a language will find communicating across cultures easy. ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ _____2. Our emotions do not matter whenever we communicate with others. ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ____ 3. All cultures have the same way of thinking about time. ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ____ 4. Communication across cultures happen in one’s own country because of the diverse domestic workforce of many companies today. ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ 69 70 71  ASSESSMENT TASK 5-4 Interview a member of an expatriate community in the Philippines. An expatriate (also referred to locally as “expat”) is a non- Filipino person who is temporarily residing in the Philippines for business or work purposes. During your interview, ask about his/her experiences in communicating with Filipinos. (15 pts) 1. What are your pleasant experiences in communicating with Filipinos? 2. What are the challenging situations you have encountered? 72  3. How did you deal with these challenges? SUMMARY All international communication is influence by cultural differences. One must consider the context, non-verbal cues and between the lines interpretation of what is actually said. Careful use of words and terminologies must be considered. Digitalized tools have revitalized the teaching-learning scenario. A wide away of platform available on the web can be used by the teachers to complement classroom learning experience. It is time the teachers of English learnt the nuances of these tools and reformed their classroom strategies to face our new generation blended learner. 73  REFERENCES Cambridge Dictionary. (2020). Retrieved from Cambridge Dictionary: https://dictionary.cambridge.org/dictionary/english/discourse Chaudhary, A. (2020). Grammar and Spelling. Retrieved 2020, from Grammar.com: https://www.grammar.com/standard_and_non- standard_english#:~:text=The%20nonstandard%20English%20sentence%20is%20 very%20informal%20and,behavior.%20 Rate%20this%20article%3A%20%283.33%20%2F%206%20votes%29 Christinarebuffet. (2020, May 15). Retrieved from Christinarebuffet: https://christinarebuffet.com/blog/gonna-wanna-gotta/ Dictionary.com. (2020). Dictionary.com. Retrieved from Dictionary.com: https://www.dictionary.com/browse/xerox Malicsi, J. (2020, October). Scribd.com. Retrieved from The English Linguistics Project: 74  English Manual (8th Edition: https://www.scribd.com/book/364589385/The- EnglishLinguistics-Project-English-Manual-8th-Edition Nordquist, Richard. "Directness in Speech and Writing." ThoughtCo, Aug. 27, 2020, thoughtco.com/directness-speech-and-writing-1690458. Merriam-Webster. (2020). Merriam-Webster. Retrieved from Merriam-Webster: https://www.merriam-webster.com/words-at-play/all-right-or-alright-which-is-correct Petersen, V. M. (2015, November 6). The Do. Retrieved from Say what? 4 ways to break down medical jargon for your patients: https://thedo.osteopathic.org/2015/11/saywhat-4-ways-to-explain-medical-jargon- to-your-patients/ Prismnet. (2020). Retrieved from Pompous Word Choice: https://www.prismnet.com/~hcexres/style_probs/pompous_words.html Ragini, S. (2019, May). Language in India. Retrieved from Language in India: http://www.languageinindia.com/may2019/drsuvarnaraginiwebtools1.pdf Sambit. (2019, October 4). Ranker Online. (Sambit, Producer) Retrieved from https://rankeronline.com/lol-meaning/ The Free Dictionary. (2020). Retrieved from https://idioms.thefreedictionary.com/nothing+could+be+further+from+the+truth Veritatem, L. (2015, July 15). Politics and Prosperity. Retrieved from The Euphemism Conquers All: https://politicsandprosperity.com/2015/07/30/the- euphemismconquers-all/ Zambas, J. (2019, May 15). Joanna Zambas. Retrieved from Career Addict: https://www.careeraddict.com/the-importance-of-effective-communication-in- theworkplace 75  MODULE 6 CREATING MULTIMODAL TEXTS Introduction In this lesson, you will learn how to evaluate and create multimodal text. Multimodal literacy is important in the modern classroom as it includes all the knowledge and thinking skills students use that include spoken, printed, visual and digital texts; each mode uses a different way of sending a message or communicating with audience. The student will develop or learn skills in literacy to organize their thoughts and respond to the mode (Cram.com. 2020) Learning Outcomes At the end of the module, the learner should be able to: 1. Evaluate the multimodal texts critically, to enhance receptive (listening, reading and viewing) skills 2. Convey ideas through oral, audio-visual, and/or web-based presentations for different target audiences in local and global settings 3. Adopt awareness of audience and context in presenting ideas 76 Lesson 1. Evaluating Messages and Multi-modal Texts (O’Brien, 2020) Evaluating Messages and/or images of different types of texts reflecting different cultures: 1. What is the message? 2. What is the purpose of the message? 3. How is the message conveyed? 4. Who is the target message of the audience 5. What are other ways of presenting the message? What does creating multimodal texts mean? Creating is ‘the development and/or production of spoken, written or multimodal texts in print or digital forms’ and is an embedded literacy expectation across all disciplines. Multimodal is the strategic use of ‘two or more communication modes‘to make meaning, for example, image, gesture, music, spoken language, and written language. Multimodal is the dynamic convergence of two or more communication modes within the same text and where all modes are attended to as part of meaning-making Most of the texts we use are multimodal, including books when we take the visual and design elements into account. While the development of multimodal literacy is strongly associated with the growth of digital communication technologies, multimodal is not synonymous with digital. The choice of media for multimodal text creation is therefore always an important consideration. 77 1. A multimodal text can be paper – such as books, comics, and posters. 2. A multimodal text can be digital – from slide presentations, e-books, blogs, e- posters, web pages, and social media, through to animation, film and video games. 3. A multimodal text can be live – a performance or an event. 4. And, a multimodal text can be transmedia– where the story is told using ‘multiple delivery channels’ through a combination of media platforms, for example, book, comic, magazine, film, web series, and video game mediums all working as part of the same story (O’Brien, 2020). 78 Lesson 2. Multimodal Text Examples (O’Brien, 2020) There are two (2) types of multimodal text examples, as follows: 1. Print-based multimodal texts include: Comics Picture Storybooks Graphic Novels; Posters Newspapers And Brochures. 2. Digital multimodal texts include: Slide Presentations Animation Book Trailers Digital Storytelling Live-Action Filmmaking Music Videos, ‘Born Digital’ Storytelling, And Various Web Texts and Social Media. The level of digital technology requirements range from very simple options such as slide presentations through to complex, sophisticated forms requiring a higher level of technical and digital media skills. The choice is yours depending on your skill and experience, level of confidence, and the resources and tools available to you (O’Brien, 2020). 79 Lesson 3. Creating Multi-modal Texts (O’Brien, 2020) Modes and Meaning Systems Modes and meaning systems explores the key meaning-making systems we can use to create meaning. We can use five broad semiotic or meaning making systems to talk about how we create meaning: written-linguistic, visual, audio, gestural, and spatial patterns of meaning. The Meaning Systems 1. Written / Linguistic Concerns spoken and written language through use of vocabulary, generic structure and grammar 2. Audio Music, sound effects, noises, ambient noise, and silence through the use of volume, pitch and rhythm 3. Visual Concerns still and moving images through the use of color, saliency, page layouts, vectors, viewpoint, screen formats, visual symbols; shot framing, subject distance and angle, camera movement, subject movement 2. Gestural Concerns movement of body, hands and eyes, facial expressions, demeanors, and body language, and use of rhythm, speed, stillness and angles 80  3. Spatial Concerns with environmental spaces and architectural spaces and use of proximity, direction, layout, position of organization of objects in space. Creating Multi-modal Texts (O’Brien, 2020) 1. Creating your own images and sounds Where possible you can compose their own media resources such as photographs, video, sound effects and even music. Smart phones have good cameras and sound recording capabilities for achieving this very simply. Composing images: There are many tutorials and resources on line for teaching beginner photography. (Supplemental Link: https://www.photographymad.com/pages/view/10-top-photography-composition- rules ) (Pixels, 2020) Visual knowledge is understanding how visual elements such as line, color, shape, texture, space, symbols, pattern and composition create meaning Composition of original music and sound (Supplemental Link: Digital Music Creation: Engage, Inspire, Have Fun! http://teachdigital.pbworks.com/w/page/19791039/digitalmusic ) (Fryer, 2020) Copyright and Attribution are information about how to ethically source and use digital materials responsibly. 2. Creating Comic Strips or Graphic Novels In creating comic strip or graphic novel, consider how the visual resources such as line, shape, color, framing, characterization, social distance, angle and perspective can work to create meaning in this format; how the linguistic 81  resources such as dialogue through speech, monologue via thought bubbles, and narration work; and how the visual and linguistic resources work together to create meaning. Reading (and deconstructing) examples of these texts shows how this is a critical component in the process of developing student knowledge of the meaning making resources available to multimodal authors. What is the purpose of the text? Who is it for? What is the content? 3. Digital Storytelling Brings the ancient tradition of oral storytelling and new technologies together in a powerful, interdisciplinary learning process. A digital story is short – usually, one to three minutes in length, narrated in first person using your own voice. Examples can be found in this link: http://digitalstorytelling.coe.uh.edu/ (Robin, 2020) Still images are commonly used with camera tools used to frame the shot, and to pan across the photograph, or zoom in or out, creating a sense of movement within an image and across a sequence of images. Music and sound effects are added for dramatic effect and to add emotional tone. Moving image can also be used. Through digital storytelling, we can weave together video, photos, art, music, narration, print, and sound effects using simple multimedia publishing tools to tell our stories. Making a digital story involves creative and critical thinking, inquiry, writing, discussion, design, production, reflection and presentation. It provides opportunities for students to enhance the expression of their own stories, thoughts and ideas in creative and engaging ways, across a diverse range of learning contexts. 82  Digital stories can be imaginative, they can be reflective and analytical, and they can be factual. It depends on the purpose of the task, the audience and the genre chosen (O’Brien, 2020). 83 4. Posters Commented [MCA1]: There are different types of posters which students like you can produce. It is important to attend to the differences in purpose for each poster type and to identify the specific text structures, visual designand language features for each. Common postertypes used in classrooms include: - Promotional posters for films, books, exhibitions, events - Campaign or awareness raising posters - Information report posters Examples can be found in this link: https://www.globaleducation.edu.au/teaching-activity/poster-art.html#activity1 5. Short Films Short films can be made quite simply using the video recording capabilities of smart phones or a digital camera. The film can be later compiled through editing and other post -production processes using simple post production software programs. There are a number of simple editing apps available for phones and tablets While one to three minutes is the usual length of a student short film, even shorter films are fun to make too. In camera edited film - A more simple, less processed film can also be carefully planned and filmed in a shot by shot sequence from titles through to credits as an in -camera edit (O’Brien, 2020). An examples can be found in this link: https://www.youtube.com/watch?v=JPJ2t2ypTHg&feature=youtu.be https://www.youtube.com/watch?v=07d2dXHYb94 https://www.youtube.com/watch?v=kNw8V_Fkw28 84  6. Music Video This is a selection of music videos which can be used as examples to demonstrate possibilities for student based production. Some of the schools have written their own song lyrics and music, others use existing material. Remember, making music videos does not have to be a complex process such as in some of these examples. Simple choreographed films or animations work extremely well (O’Brien, 2020). From a literacy perspective, communication of meaning is essential. Thoughtfully selected action, visual and sound elements working together to construct the message is the key to a successful composition (O’Brien, 2020). Example: https://www.youtube.com/watch?v=X2pgFbGGxkg&feature=youtu.be https://www.youtube.com/watch?v=8YxA1gf09Mo 7. Trailers Trailers are very short videos traditionally created to promote a film. 85  A commercial film trailer uses existing film footage and music to convey highlights or insight into key themes and is designed to hook in potential viewers. Trailers are a very powerful marketing tool (O’Brien, 2020). Examples: https://www.youtube.com/watch?v=fFaJLsjWHIw https://www.youtube.com/watch?v=KK8FHdFluOQ (Mulan) 8. Born Digital Storytelling ‘Born digital’ stories are digital texts constructed through a mix of modes including print, still image, moving image, sound and sometimes interactive gameplay. ‘Born digital’ texts may also involve geo-tagging and locative storytelling, or storytelling with maps (O’Brien, 2020). Example: https://www.youtube.com/watch?v=94k4TYfNiWY 9. Web texts or Blogs computers : a website that contains online personal reflections, comments, and often hyperlinks, videos, and photographs provided by the writer; also : the contents of such a site; a regular feature appearing as part of an online publication that typically relates to a particular topic and consists of articles and personal commentary by one or more authors Example web text or blog creation Five Steps to Starting a Class Blog (Morris, 2020) http://www.kathleenamorris.com/2012/08/09/five-steps-to-starting-a-class- blog/ or https://cpb-ap- se2.wpmucdn.com/global2.vic.edu.au/dist/8/5256/files/2012/08/Five- Steps-to-Starting-a-Class-Blog-ondv37.pdf 10. Film-making is a process of creating a film. Production processes is an overview of the 86  three production stages in creating a multimodal text. Process of Producing Multimodal texts: Teaching multimodal authoring follows the long standing film production format. This may include:  Pre-production Development of story, setting and characters Writing the script Storyboard  Production - Bringing the story to life using the chosen tools and available semiotic resources to create meaning.  Post-production The ‘first cut’ Sound effects Music Titles and credits The ‘final cut’ Definition of Terms: Media resources are a wealth of digital audio and image resources (free or licensed). Reading multimodal texts provides resources for deconstructing and analyzing how different modal systems work to create meaning in a text. Visual literacy provides a closer look at one of the key meaning-making modes, with the aim to develop a shared metalanguage for talking about how visual meaning is constructed. 87 88  ASSESSMENT TASK 6-1 Evaluating Messages and/or images of different types of texts reflecting different cultures: 1. What is the message? 2. What is the purpose of the message? 3. How is the message conveyed? 4. Who is the target message of the audience? 5. What are other ways of presenting the message? Multimodal Title Link/s Points Text Comics Free Filipino Comics https://www.clickthecity.com/timeout/article/721/15- 10 (Choose 1) filipino-comic-booksyou-can-read-online-for-free/ Poster WHO Poster https://www.who.int/gpsc/5may/How_To_ 10 HandRub_Poster.pdf?ua=1 Digital Story The Most Dangerous http://digitalstorytelling.coe.uh.edu/view_st 10 telling Game ory.cfm?vid=302&categoryid=5&d_title=La nguage%20Arts by Chad Jones 2011 Movie Trailer Frozen 2 https://www.youtube.com/watch?v=8mJF 10 HXlNsEs Music Video Bayanihan para sa https://www.youtube.com/watch?v=ymp2a 10 Kapayapaan by Sarah wpy9VM Geronimo Short Film PITAKA (The Wallet): https://www.youtube.com/watch?v=LlMOS 10 AWARD-WINNING mRXtAQ SHORT FILM (2017) by (Cahilig, 2017) TOTAL 60  85 90  ASSESSMENT TASK 6-2 Create a transmedia in any of the following topics: Transmedia via the following TOPIC: platforms Choose one (1) 1. Facebook group Social and Cultural Issues in the Philippines 2. FB Web page or Disaster Preparedness 3. Any blog / digital platform Health and Safety Filipino Culture and Values Other Area of Interest - Develop printed/ paper and digital media (originally created by your group) - Share the links to your target audience - Your transmedia must run/up online starting: October 26 to December 20, 2020. Your professor will make an evaluation during the Midterm and the Finals Period, with the following Grading/ Criteria for Rubrics ( includes): Message/ Content/Purpose 10 pts (Max.) Target Audience/ Audience/ Reach 15 pts Relevance 10 pts Quality of Transmedia Developed (At least 3: 20 pts ex. Poster, video, pictures, etc.) Delivery 5 pts TOTAL 60 pts SUMMARY In this lesson, you were abele too evaluate and create multimodal text. The importance of Multimodal literacy in the modern classroom includes the knowledge and thinking skills students use that include spoken, printed, visual and digital texts; each mode uses a different way of sending a message or communicating with audience. 91  REFERENCES: Cahilig, C. (2017, May 12). Retrieved from https://www.youtube.com/watch?v=JPJ2t2ypTHg&feature=youtu.be Fryer, W. (Ed.). (2020). PB Works. Retrieved from PB Works: http://teachdigital.pbworks.com/w/page/19791039/digitalmusic%20%20) Importance Of Multimodal Literacy. (n.d.). Retrieved from Cram.com: https://www.cram.com/essay/Importance-Of-Multimodal- 92  Literacy/PKDGDV9U6EEX#:~:text=It%20is%20important%20to%20use%20multim o dal%20texts%20to,use%20a%20range%20of%20these%20when%20teaching%20 lit eracy. Kathleen, M. (2012, August). Retrieved from 93  http://www.kathleenamorris.com/2012/08/09/five-steps-to-starting-a-class-blog/ O’Brien, A. (2020). reating multimodal texts. Retrieved from https://creatingmultimodaltexts.com/ Pixels, C. a. (2020). Code and Pixels. Retrieved from Code and Pixels: https://www.photographymad.com/pages/view/10-top-photography-composition- rules Robin, B. (2020). Digital Story-telling. Retrieved from Featured Digital Stories: http://digitalstorytelling.coe.uh.edu/ MODULE 7 COMMUNICATION FOR VARIOUS PURPOSES Introduction According to Writer (2020) the five purposes for communication are to inform, imagine, influence, meet social expectations and express feelings. Most of the problems that occur in relationships and between business organizations are due to ineffective communication, which can happen when people fail to communicate or when processes lead to confusion so the communication is not fully understood (Writer, 2020). Is the Filipino worth dying for? Written by Benigno Aquino to invigorate the commitment of Filipino “to safeguard the freedom that we enjoy now” and do more to help improve the lives of those suffering from poverty and injustice. Let his example ensure that Filipinos enjoy the blessings of freedom and democracy. It also reminds the students to ponder on their roles to serve and love our country. 94  Learning Outcomes At the end of the module, students should be able to: 1. Identify the principles of communication for various purposes; 2. Review public speaking principles, speeches and their purposes. 3. Comprehend and answer questions famous speech of Benigno Aquino; and other speeches, based from the context of the speeches; and, 4. Dissect a speech using the principles of logos, pathos and ethos; and 5. Deliver / give a short, prepared speech in public (of their own choice) Lesson 1. Principles of Communication for Various Purposes What are ethos, pathos and logos? Bequiri (2018) relayed that 2,300 years ago, Aristotle determined the components needed for persuasive speaking. They are referred to as the three pillars of persuasion - ethos, pathos and logos. In this article, we discuss how to use the three pillars for public speaking. Ethos, pathos and logos are modes of persuasion used to convince and appeal to an audience. You need these qualities for your audience to accept your messages. 1. Ethos: your credibility and character 2. Pathos: emotional bond with your listeners 3. Logos: logical and rational argument Principles of Communication (Vicky, 2020) The exchange of information or passing of information, ideas or thought from one person to the other or from one end to the other is communication. Communication is the process of passing information from one person to another. The purpose of communication understands of information. So to have effective communication certain principles are to be followed. They are as follows: 1. Clarity 95  The principle of clarity means the communicator should use such a language which is easy to understand. The message must be understood by the receiver. The words used should be simple and unambiguous. The language should not create any confusion or misunderstanding. Language is the medium of communication; hence it should be clear and understandable. 2. Adequacy and Consistency The communicator must carefully take into account that the information to be communicated should be complete and adequate in all respect. Inadequate and incomplete message creates confusion and delays the action to be taken. The adequate information must be consistent with the organizational objectives, plans, policies and procedures. The message which is inconsistent may play havoc and distort the corporate interests. 3. Integration The principle of integration portrays that through communication the efforts of human resources of the organization should be integrated towards achievement of corporate objectives. The very aim of communication is to achieve the set target. The communication should aim at coordinating the activities of the people at work to attain the corporate goals. 4. Economy The unnecessary use of communication system will add to cost. The system of communication must be used efficiently, timely i.e. at the appropriate time and when it is necessary. The economy in use of communication system can be achieved in this way. 5. Feedback The purpose of communication will be defeated if feedback is not taken from the receiver. The confirmation of the receipt of the message in its right perspective from its receiver fulfills the object of communication. The feedback is essential only in case of written communication and messages sent through messengers. In case of oral type of communication the feedback is immediately known. 96  6. Need for Communication Network The route through which the communication passes from sender or communicator to its receiver or communicate refers to communication network. For effective communication this network is essential. The managerial effectiveness will also depend upon the availability of adequate network. 7. Attention The message communicated must draw the attention of the receiver staff and ensure action from him in the right perspective. The efficient, sincere and prompt manager succeeds in drawing the attention of his subordinates to what he is conveying. Lesson 2. Communication: General Speech Purposes General Speech Purposes According to Surbi (2020), there are three general speech purposes to inform, to persuade, and to entertain. These are applicable in both: public or private communication. Remember 97 that that, in reality, we have our purposes. Let us now examine these three types of speeches. Informative Speeches The purpose of informative communication is to increase the receiver’s knowledge and understanding of a subject. Informative speeches may also entertain or change beliefs. A speaker whose immediate purpose is to impart information often uses amusing or dramatic illustrations to entertain his or her audience, thus holding their attention. Moreover, information, even it if consists only of facts, may lead to changes of belief, although such results may not be a part of the speaker’s purpose. In informative speaking, your main concern is to make the audience understand and remember the information you present. The teacher talking to a class or the manager of a department store explaining the duties of a job to staff members are both engaged in informative speaking. How much the listener knows at the conclusion of a talk is the real test of the speech to inform. Some examples of informative subjects are: a. The procedures to be followed for adding new courses to the college curriculum. b. How to grow vegetables in a greenhouse. c. The working of a pollution-free engine. Persuasive Speeches The major function of the persuasive speech is to induce the audience to think, feel, or act in a manner selected by the speaker. You may want your listeners to discard old beliefs or form new ones; or you may merely want to strengthen opinions that they already hold. The salesperson uses the speech to persuade as a means of getting the customer to buy a coat. The person asking for a raise, the wife trying to get her husband to fix the tap, the teacher trying to get the class to study – all are trying to persuade someone to do something (Surbi, 2020). Persuasive Speeches are widely used by politicians, periodical editors, sales agents, and marketing strategists (AcadShare, 2019) 98  The following are examples of subjects that need persuasive treatment: a. Final examinations in our colleges should be abolished. b. The Indian Government should condemn the actions of Saddam Hussain. c. Students should be given time off to campaign on behalf of political candidates. A persuasive speech focuses on sharing a perspective and asking the public to think it over. An argumentative speech targets to alter the viewpoint already detained by the audiences. This type of speech is challenging. So, the speaker should pick up the topic that he is confident at and come up with a strong argument (Jaiswal, 2020). Argumentative Speech An argumentative speech is a persuasive speech. Here, the speaker efforts to encourage audiences to alter their views on a controversial issue. Though they are alike in some manner, persuasive and argumentative speech contains different goals (Jaiswal, 2020). Entertaining Speeches The third major type of speech has the purpose of entertaining the audience. Here the word “entertainment” is used in its broadest sense to include anything that stimulates a pleasurable response, whether it is humorous or dramatic. Through such speeches the speaker wants the people present to have an enjoyable time. The speaker is not concerned with ensuring that they learn a great deal or that they change their mind in one direction or another. Entertainment is the purpose of many after-dinner speeches and a favorite type of speech of the comedian (Surbi, 2020). Some subjects that lend themselves to humorous treatment are: a. My first day as a college student b. The gourmet food served in the college cafeteria. c. How to write a political speech. These, then, are the major speech purposes. If you know exactly what the purpose of your speech is, you will have a guide for your preparation – a reminder that each bit of material contained in your presentation should contribute something to the accomplishment of your purpose (Surbi, 2020). 99 Lesson 3. Specific Speech Purposes (Surbi, 2020) Specific Speech Purposes The general reaction you want to secure from your audience may be stated in terms of informing, persuading, or entertaining. But the particular and immediate reaction that you seek must be precisely formulated into a specific purpose. The specific purpose describes the exact nature of the response you want from your audience. It states specifically what you want your audience to know, feel, believe, or do (Surbi, 2020). There are three requirements a good specific purpose should meet: it should contain only one central idea; it should be clear and concise; and. most important, it should be worded in terms of the audience response desired. When your general purpose is to inform, your specific purpose might be: a. To have the audience understand the important aspects of student government. b. To have the audience understand the basic fundamentals of boating safety. c. To have the audience understand the history of the modern Animal Rights movement If you’re general purpose is to persuade, your specific purpose might be: a. To get the audience to give money to a college fund to beautify the campus. b. To get the audience to agree that India should withdraw all its soldiers from Kashmir. c. To get the audience to agree that we should have a Department of Women’s Studies at our University If you’re general purpose is to entertain, your specific purpose might be: a. To make the audience laugh at the “clear” statements of some political leaders. b. To have the audience enjoy hearing about the best ways to escape the clutches of the hostel warden. 100  c. To have the audience enjoy, vicariously, my appearance on MTV-Bakra. Lesson 4. Fundamentals of Public Speaking: Four Types of Speeches (Lumencandela, 2020) Speeches can be categorized into four broad areas depending on the amount of preparation that is undertaken and depending upon the nature of the occasion. The four types of speeches are manuscript, memorized, extemporaneous, and impromptu. Our aim is to acquaint you with these four different modes of delivery, to provide suggestions for when you are asked to make impromptu remarks, and then to focus most your time on the preparation, practice, and presentation of extemporaneous speeches. 1. Manuscript Speech When you listen to the President deliver a State of the Union message, you listen to a well-crafted speech being read from a teleprompter. The speech has been polished by a staff of speechwriters and has been practiced many times. The President will know how to anticipate the reaction of the audience and will know when to pause for applause and when to expect laughter. This form of speaking is used when the exact words matter and when much time and energy is expended on getting everything just right. There are times when people who are not leaders of countries deliver manuscript speeches as well. They are used when people testify before Congress, when people read important statements in a public setting, or when people deliver reports at professional meetings. All call for exact words in the correct order. While the President has access to a staff of speech writers and a teleprompter, most of us do not. If you were given this type of assignment, you would have to read your manuscript speech from printed notes. In that case, you would want to ensure that you had prepared your manuscript carefully, using large fonts so you could read it easily without burying your nose in the pages. Reading the speech does not allow you to skimp on the preparation. Practice the speech many times. This allows you to make changes, if needed, and to select the best words to communicate your exact meaning. \ Remember to speak clearly and naturally -strive for a conversational tone. It shouldn’t sound read -even if you are reading. Also, remember to speak slowly; 101  there is a natural tendency to speed up when we speak in public. Delivering a speech is not a race; you do not receive bonus points for finishing early. Unless you are specifically told by your instructor to prepare and deliver a manuscript speech, you should never write out the entire speech. Spend your time developing your outline, organizing your ideas, and determining where you can best insert your supports. Then practice using the outline while speaking. 2. Memorized Speech When you were in elementary school, did you ever have to memorize a poem or a part of a speech? If you are like most students, the answer is “Yes.” There is nothing wrong with memorization. But if you try to memorize a speech, you risk forgetting what you planned to say and coming across as completely unprepared. Memorizing your speech is even worse than reading it. All the objections that apply to the read speech also apply to the memorized speech. Spontaneity is gone. The speech can sound stilted. Often, delivery is too rapid. Concentration is on the words, not the ideas. Sometimes the speech sounds too formal, like a written essay. There is minimal feedback or other contact with the audience. And what happens if your mind goes completely blank or if an audience member interrupts? The entire presentation will likely fall apart. Memorizing a speech puts entirely too much pressure on the speaker. 3. Impromptu Speech There will come a time for all of us when we are asked to “say a few words” without much preparation. You haven’t prepared any notes, you haven’t practiced what you’ll say, and you’re being asked to “wing it.” While this may seem incredibly scary, impromptu presentations are the most common type of public speaking. You’re in class and suddenly the professor wants to hear how group projects are going. You, as the leader of your group, are asked to stand and briefly discuss what the group is doing and how much you’ve completed so far. That’s an impromptu speech. You didn’t know when you headed to class that day that you’d be speaking in public, but you did it. No sweat! Or maybe you’re in a meeting at work and the boss announces that he wants you to brief everyone in the meeting on the new 102  equipment being installed that afternoon. Again, no prior planning, no notes, you just do it. That’s impromptu speaking. 4. Extemporaneous Speech The focus of most college courses in public speaking is the extemporaneous speech. This is because this is the type of speech used most in business, education, preaching, and political affairs. Few of us will ever have a professional staff of speechwriters or ever deliver a speech with the aid of a teleprompter. But when you do have a speech or presentation to deliver, you’ll want to sound prepared, authoritative, and clear. Simply stated, an extemporaneous speech is one where you will have time for preparation and practice but will not be expected to read from a manuscript or to have the speech memorized. The question most students ask is, “How much time should be spent in preparation and practice?” Perhaps Mark Twain said it best. When speaking about preparing for an impromptu speech, he noted, “It usually takes more than three weeks to prepare a good impromptu speech” (King). While celebrated as a humorist, there is much truth in his words. To appear to be speaking off the cuff, and to do it well, you must prepare thoroughly and practice to perfection. When you speak extemporaneously, it means you’ve had ample time to prepare and research and that you have rehearsed your speech (many times) using an outline or notes to remind you of the progression of ideas you wish to present. You will follow all the normal steps outlined in the earlier chapters. Choose a topic, narrow appropriately, analyze your audience, choose your supports, and create an outline. You will know your speech so well and will amaze your audience! 103 Lesson 5. Delivering an Impromptu Speech (Fleming, 2020) An impromptu speech is a speech that you have to make without much or any time to prepare. In life, this can happen when you attend special events, like weddings or celebrations. In school, teachers use impromptu speeches as homework assignments to help you develop communication skills and to help you prepare for those future life surprises. You might find it helpful to write down your specific purpose on a sheet of paper. This will give you a constant target at which to aim. It allows you, at a glance, to see if the material you have gathered, and the organization of that material, directly relates to your specific purpose. If you have a few moments before your speech is expected to begin, grab a writing utensil and something to write on, whether it's a napkin, envelope, or the back of a receipt you have on hand, and jot down a few thoughts. Highlight a few interesting or significant points. Try to memorize key points. If you have time before your speech, create an outline of the major themes or points and commit it to memory with a memorization trick, like an acronym. Most politicians think of questions ahead of time (or topics to discuss), prepare some talking points, and talk about those, despite the topic or question they're given. This is a handy trick when you're facing a hard question or asked to discuss a topic with which you're unfamiliar. Your goal is to deliver a one-sided conversation, off the cuff, so you are in complete control. If you are speaking in front of friends or family, it may ease your nervousness to express your lack of preparation. Begin with your introductory sentence, elaborate, then start working your way to your ending sentence. As you deliver your speech, concentrate on diction and tone. 104 Lesson 6. Sample Speech: The Filipino Is Worth Dying For (Tammy, 2008) This simple yet powerful statement by Benigno “Ninoy” S. Aquino, Jr., is one of the most popular quotes in Philippine society (Francisco, 2020). It is quoted by great statesmen in their speeches, it is reprinted on thousands of t-shirts, but in truth, Ninoy never said this, at least not verbatim. Ninoy delivered before the Asia Society on August 4, 1980in New York City, goes deeper than the oft-quoted shortened version implies, full text of this statement, as follows: “I have spent almost eight long and lonely years in military confinement. The problem of Martial Rule and its injustices have nagged me all these years. During those eight years, I learned the true meaning of humiliation, of courage, of hunger, and endless anxiety. Rather than be bitter, I have learned to accept my suffering as cleaning process and a rare opportunity to really grapple with the problems of the Filipino. I have asked myself many times: Is the Filipino worth suffering, or even dying, for? Is he not a coward who would really yield to any colonizer, be he foreign or home- grown? Is a Filipino more comfortable under an authoritarian leader because he does not want to be burdened with the freedom of choice? Is he unprepared or, worse, ill- suited for presidential or parliamentary democracy? I have carefully weighed the virtues and the faults of the Filipino and I have come to the conclusion that he is worth dying for because he is the nation’s greatest untapped resource. It would seem that he is more comfortable in being told to do than to think for himself. But this is only a superficial impression because deep down in his being, he loves freedom but puts the highest premium on human life and human dignity. Hence. He would try to adapt till his patience runs out. Is the Filipino prepared for democracy? Definitely. Even before the arrival of the Spanish Conquistador, he had already practiced participatory democracy in his barangay. He values his freedom but because he values human life more, he will not easily take up arms and would rather wait till his patience runs out. Yes, I have gained valuable insights in prison, and like an average Filipino, I would like to tell Mr. Marcos this: 105  I can forgive you for what you have done to me over the past eight years because this I can do, but I can never forgive you for depriving our people of their freedom because it is not mine to forgive. I have waited patiently for you to restore the democracy you took away from us on that night of September 23, 1972. Like the average Filipino, please do not mistake my patience for docility, my conciliatory demeanor for cowardice and lack of will. I have chosen to suffer long years of solitary confinement rather than urge my followers to put our country to the torch because, like the average Filipino, I put the highest value on human life. And I dread the weeping of mothers whose sons will surely be sacrificed at the altar of revolution. But please do not misinterpret this conduct for timidity and subservience. I have faced death a couple of times in prison. In 1975, I went on a hunger strike for forty days and forty nights and I was near death when your jailers rushed me to the Veterans Hospital. I faced death in your detention camp when your army doctors diagnosed my heart ailment as mere muscle spam, only to be told by doctors in the United States that I could have died from the heart attacks while I was languishing in your jail. Mr. Marcos: Please believe me when I tell you that, like the average Filipino, I will again willingly face death in a freedom struggle if you will not heed the voice of conscience and moderation. You were a soldier once, and you have repeatedly said many times, it is an honor to die for one’s country and for one’s freedom. I hope you will now believe in what you preach and pray that you shall at last desist from further trying the patience and resolve of your countrymen. Mr. Marcos: Give us back our freedom or suffer the consequences of your arrogance (Tammy, 2020). ASSESSMENT TASK 5-1 Read and internalize the essay of Benigno Aquino and answer the question intelligently. (15 pts). 1. Who is Ninoy Aquino? What is his importance in the Philippine History? (3 pts) 106 ________________________________________________________________________ _________ ________________________________________________________________________ _________ ________________________________________________________________________ _________ _________________________________________________ 107 2. Why was Ninoy Aquino imprisoned, tortured and eventually killed? (3 pts) 108 ________________________________________________________________________ _________ ________________________________________________________________________ _________ ________________________________________________________________________ _________ _________________________________________________ 3. What was his position before he was imprisoned? (3 pts) ________________________________________________________________________ _________ ________________________________________________________________________ _________ ________________________________________________________________________ _________ _________________________________________________ 4. What was his relationship with the President Ferdinand Marcos? (3 pts) ________________________________________________________________________ _________ ________________________________________________________________________ _________ ________________________________________________________________________ _________ _________________________________________________ 5. Are there similarities between Martial Law, as it was them, and today times? What are they? (3 pts) ________________________________________________________________________ _________ ________________________________________________________________________ _________ ________________________________________________________________________ _________ ________________________________________________________________________ _________ 109 110  ASSESSMENT TASK 7-2 Incorporating the knowledge you gained from Module 4: Best Practices of Public Speaking, you might find it helpful to write down the specific purpose of your own or chosen speech on a sheet of paper. Consider the following speeches (on links): A-1 the 9 Most Epic Battle Speeches Ever Given By Filipinos (https://filipiknow.net/battle-speeches-in-philippine- history/#:~:text=The%209%20Most%20Epic%20Battle%20Speeches%20Ever%20Given,Th e%20People%E2%80%9D%20Speech%20%281897%29.%20...%20More%20items...) * Choose a speech, analyze the purpose and give your reflection. (15 pts) A-2. 16 Famous Speeches That Shaped the History of the World (https://www.scoopwhoop.com/inothernews/historical- speeches/#:~:text=16%20Famous%20Speeches%20That%20Shaped%20The%20History% 20Of,Kennedy%20Inauguration%20Speech%20- %20John%20F.%20Kennedy%2C%201961) * Choose a speech, analyze the purpose and give your reflection. (15 pts) 106 112  ASSESSMENT TASK 7-3 Deliver a 3 to 5 minute-speech (of your choice and/or original writing), and upload on YouTube/FB. Share the link to your professor/class for grading and viewing by the audience (50 points). Your teacher or course professor will set the rubrics. Encourage comments from your audience. 107 114  SUMMARY The fear of public speaking is something that a lot of people have. It is usually one of the most common fears that one has. But the best way to conquer it is – to just do it well until it gets you easier. Think of a topic that you can engage and deliver to your audience.  REFERENCES Fleming, G. (2019, 12 August). ThoughtCo. Retrieved from How to Give an Impromptu Speech: https://www.thoughtco.com/impromptu-speech- 1857493#:~:text=An%20impromptu%20speech%20is%20a%20speech%20that%2 0y ou,help%20you%20prepare%20for%20those%20future%20life%20surprises. Jaiswal, R. (n.d.). Public Speaking Resources. Retrieved from https://publicspeakingresources.com/argumentative-speech- topics/#:~:text=%20Essential%20components%20of%20an%20Argumentative%20s peech%3A%20,argument%20needs%20to%20have%20reasonable%20and...%20 M ore%20 Lumencandela. (2020). Lumen. Retrieved from Lumen: 116  https://courses.lumenlearning.com/atd-fscj-publicspeaking/chapter/four-types- ofspeeches/ Surbi, R. (2020). Businessmanagementideas.com. Retrieved from businessmanagementideas.com: https://www.businessmanagementideas.com/presentations/speech- purposesgeneral-and-specific-presentation/3114\ Tammy. (2008, August 20). Winding Staircase. Retrieved from Climbing the Winding Staircase: https://windingstaircase.blogspot.com/2008/08/filipino-is-worth-dying- forninoy.html Vicky. (2020). Communication: Meaning, Purpose, Importance and Principles. Retrieved from yourarticlelibrary.com: 117  https://www.yourarticlelibrary.com/management/communication/communicationme aning-purpose-importance-and-principles/60291 Tiglao, R. D. (2020, August 24). Retrieved from https://www.manilatimes.net/2020/08/24/opinion/columnists/topanalysis/ninoy- thefilipino-is-worth-dying-for-or-is-it-the-presidency/758843/ 118  FINALS PERIOD TOPICS Communication in the Workplace Communication for Academic Purposes - MCMA 119