ENG101: Purposive Communication PDF

ENG101: PURPOSIVE COMMUNICATION College of Liberal Arts, Sciences, and Education Prepared by: Jeric Z. Romero | Angela Khaye Llanares | Hazel Barce...

ENG101: PURPOSIVE COMMUNICATION College of Liberal Arts, Sciences, and Education Prepared by: Jeric Z. Romero | Angela Khaye Llanares | Hazel Barcelos MODULE 4 COMMUNICATION FOR VARIOUS PURPOSES Brief Introduction or Description This lesson discusses the purposes of communication, kinds of speech according to purpose and delivery, and concepts in obtaining and disseminating information. Learning Outcomes: By the end of the module, you should be able to: 1. Distinguish various purposes and types of communication 2. Convey ideas through oral and web-based presentations for different target audiences Pre-Activity - Before Reading Questions 1. Have you experienced delivering a speech before an audience? How was the experience? 2. As a student, what are the usual reasons why you communicate? 3. How powerful is communication in making societal change happen? Lesson 4 Link for Lecture Video: https://drive.google.com/file/d/1X61FWHCqHup-ZBrVr0iHFDHeDMSUrMs3/view?usp=drive_link Introduction Why do people communicate? Communication is part of everyone’s life; people from every walks of life communicate. They do so to express their feelings, opinion, aspirations, dreams, fears, apprehensions or regrets in life. Humans are creative beings, and they know how to communicate in various and creative ways through verbal, non-verbal, linguistic or non-linguistic cues. Specifically, people communicate to inform, evoke, entertain, argue, and persuade. These purposes are briefly discussed below: PURPOSES OF COMMUNICATION 1. To inform – to impart knowledge, to clarify information, and to secure understanding. 2. To evoke – means to rely on passion and controversy to make a point. Evocative communication centers on controversial topics that typically use emotion to make a point. Evocative communicators must show a lot of enthusiasm and concern for the topic and must use personal experience to draw the audience. Using government research, statistics and data can all help make their topics more believable and more engaging. 3. To entertain – to transmit a feeling of pleasure and goodwill to the audience. The communicator is considered gracious, genial, good-natured, relaxed and demonstrates to his/her listeners the pleasant job of speaking to them. 4. To argue – is to persuade, to assent to the plausibility of the communicator’s side of the debatable question. The speaker’s purpose is to appeal to the intellect of his/her listeners so that they will be convinced. Page 1 of 5  ENG101: PURPOSIVE COMMUNICATION College of Liberal Arts, Sciences, and Education Prepared by: Jeric Z. Romero | Angela Khaye Llanares | Hazel Barcelos 5. To persuade – is to move the listeners to action. The communicator should demolish the listener’s objection, and prove the acceptability of his/her argument or position. Kinds of Speech According to Purpose 1. Informative Speech According to Osborn and Osborn (1988), an informative speech gives rather than asks or takes. The demands on the audience are low, as the listeners are asked to attend, to comprehend, to understand, to assimilate, but not to change their beliefs and behaviors. 2. Persuasive Speech Gronbeck (1994) explains that persuasive speaking is the process of producing oral messages that increase personal commitment, modify beliefs, attitudes, or values. 3. Argumentative Speech This is a speech that aims to persuade the audience to assent to the plausibility of the speaker’s side of a debatable question. Kinds of Speech According to Delivery 1. Read Speech – reading from a manuscript in a manner of speaking where a written speech is read and delivered word for word. 2. Memorized Speech – This is a written speech which is mastered and delivered entirely from memory. This kind of speech requires the speaker a considerable memory skill in order not to forget his or her presentation. 3. Impromptu Speech – This a speech where the speaker develops his/her ideas, thoughts, and language, at the moment of delivery. 4. Extemporaneous Speech – This is a speech where the topics or ideas are prepared beforehand; however, the speaker will compose his or her views and language only at the moment of delivery. OBTAINING AND DISSEMINATING INFORMATION In today’s digital age, there are various information available from different sources. However, not all of the information out there is reliable, relevant, authoritative, or well-researched to a specific task you are working on. To communicate effectively, it is important to select information for its quality and usefulness to the topic. This brings us to the discussion about sources of information: primary sources and secondary sources. Having a clear understanding of these sources will prove useful to you in writing papers, doing research, and other demands in school. Further, including information from these sources other than your own ideas makes your work scholarly. Information may come from two sources: primary sources and secondary sources. Primary sources are documents and original artifacts from people who participated in and witnessed an actual event in history. These can also take several forms like audio materials (memoirs, interviews, music); images (photographs, film, fine art, videos); objects and artifacts (clothing, tools, pottery, memorabilia, inventions); statistics (census, population statistics, weather accounts); or text (diaries, letters, legal agreements, journals, autobiographies, laws, lectures, treaties, maps). Page 2 of 5  ENG101: PURPOSIVE COMMUNICATION College of Liberal Arts, Sciences, and Education Prepared by: Jeric Z. Romero | Angela Khaye Llanares | Hazel Barcelos Secondary sources, on the other hand, are documents, images, texts, and objects that are created by someone who referenced primary sources through analysis, synthesis, interpretation and evaluation. Examples of secondary sources are journal articles that comment on or analyze research; textbooks; dictionaries and encyclopedias; political commentary, biographies, dissertations, newspaper editorial, opinion columns; criticism of literature, art works, or music. Being able to identify and gather sources as well as use information from these sources are necessary skills in research and communication. Obtaining information from various sources does not stop with the gathering of information. It is also the responsibility of the researcher to critically evaluate each source of information to ensure the use of quality information. One test to achieve this purpose is the CRAAP test. CRAAP is an acronym for Currency, Relevance, Authority, Accuracy, and Purpose. Use the CRAAP Test to evaluate your sources. Currency: the timeliness of the information When was the information published or posted? Has the information been revised or updated? Is the information current or out-of-date for your topic? Are the links functional? Relevance: the importance of the information for your needs Does the information relate to your topic or answer your question? Who is the intended audience? Is the information at an appropriate level (i.e. not too elementary or advanced for your needs)? Have you looked at a variety of sources before determining this is one you will use? Would you be comfortable using this source for a research paper? Authority: the source of the information Who is the author/publisher/source/sponsor? Are the author's credentials or organizational affiliations given? What are the author's credentials or organizational affiliations given? What are the author's qualifications to write on the topic? Is there contact information, such as a publisher or e-mail address? Does the URL reveal anything about the author or source? o examples: ▪.com (commercial),.edu (educational),.gov (U.S. government) ▪.org (nonprofit organization), or ▪.net (network) Accuracy: the reliability, truthfulness, and correctness of the content Where does the information come from? Is the information supported by evidence? Has the information been reviewed or refereed? Can you verify any of the information in another source or from personal knowledge? Does the language or tone seem biased and free of emotion? Are there spelling, grammar, or other typographical errors? Page 3 of 5  ENG101: PURPOSIVE COMMUNICATION College of Liberal Arts, Sciences, and Education Prepared by: Jeric Z. Romero | Angela Khaye Llanares | Hazel Barcelos Purpose: the reason the information exists What is the purpose of the information? to inform? teach? sell? entertain? persuade? Do the authors/sponsors make their intentions or purpose clear? Is the information fact? opinion? propaganda? Does the point of view appear objective and impartial? Are there political, ideological, cultural, religious, institutional, or personal biases? Activity - After Reading Questions/Discussion Questions 1. In the present society and world, why is it important to filter the information that people consume? 2. How can the knowledge of communication purposes help an individual fight the proliferation of fake news or misinformation? Learning Tasks: 1. Objective quiz 2. Extemporaneous speech a. This activity aims to develop oral communication skills along with critical thinking through extemporaneous speech delivery on relevant and current issues. b. The students shall be given a pool of topics but will only pick one topic during the day of delivery. c. The speech must be within 1-2 minutes only and reflect the concepts discussed in this module. d. A timer accessible to the student speaker shall be provided. e. The presentation will be graded according to the attached institutional rubrics for individual public speaking and oral presentation. Reflection Discussion of reflection from the activity will be done in class/synchronous session. References: Lim, Jonna Marie A., Blanco-Hamada, Irene., Alata, Elen Joy P. (2019). A course module for purposive communication. Rex Book Store. Manila, Philippines Kurpiel, Sarah. (2019). Evaluating sources: The CRAAP test. Retrieved from https://researchguides.ben.edu/source-evaluation Page 4 of 5  ENG101: PURPOSIVE COMMUNICATION College of Liberal Arts, Sciences, and Education Prepared by: Jeric Z. Romero | Angela Khaye Llanares | Hazel Barcelos Rubrics RUBRICS FOR PUBLIC SPEAKING AND ORAL PRESENTATION (INDIVIDUAL) EMERGING (5) DEVELOPING (7) ADVANCED (10) SCORE 1. Organization Ideas may not be focused or developed; the Main idea is evident, but the organizational Ideas are clearly organized, developed, and (10 points) main purpose is not clear. The introduction is structure many need to be strengthened; ideas supported to achieve a purpose; the purpose is undeveloped. Main points are difficult to identify. may not clearly developed or always flow clear. The introduction gets the attention of the Transitions may be needed. There is no smoothly and the purpose is not clearly stated. audience and clearly states the specific purpose conclusion or may not be clear the presentation The introduction may not be well developed. of the speech. Main points are clear and has concluded. Conclusion does not tie back to Main points are not clear. Transitions may be organized effectively. The conclusion is satisfying the introduction. Audience cannot understand awkward. Supporting material may lack in and relates back to introduction. (If the purpose of presentation because there is no sequence of development The conclusion may need the [presentation is to persuade, there is a clear information. additional development. Audience has difficulty action step identified and an over call to action) understanding the presentation because the sequence of information is unclear. 2. Knowledge of Student does not have grasp of information; Student has a partial grasp of the information. Student has a clear grasp of information. the Topic student cannot answer questions about the Supporting material may lack in originality. Citations are introduced and attributed (10 points) subject. Few, if any, sources are cited. Citations Citations are generally introduced and attributed appropriately and accurately. Supporting material are attributed incorrectly. Inaccurate, appropriately. Student is at ease with expected is original, logical and relevant. Student generalized or inappropriate supporting material answers to all questions but fails to elaborate. demonstrates full knowledge (more than may be used. Over dependence on notes may Over dependence on notes may be observed. required) by answering all class questions with be observed. explanations and elaboration. Speaking outline or note cards are used for reference only. 3. Audience The presenter is not able to keep the audience The presenter is able to keep the audience The presenter is able to effectively keep the Adaptation engaged. The verbal or nonverbal feedback engaged most of the time. When feedback audience engaged. Material is modified or (10 points) from the audience may suggest a lack of interest indicates a need for idea clarification, the clarified as needed given audience verbal and or confusion. Topic selection does not relate to speaker makes an attempt to clarify or restate nonverbal feedback. Nonverbal behaviors are audience needs and interests. ideas. Generally, the speaker demonstrates used to keep the audience engaged. Delivery audience awareness through nonverbal and style is modified as needed. Topic selection and verbal behaviors. Topic selection and examples examples are interesting and relevant for the are somewhat appropriate for the audience, audience and occasion. occasion, or setting. Some effort to make the material relevant to audience needs and interests. 4. Language Use Language choices may be limited, peppered Language used is mostly respectful or Language is familiar to the audience, appropriate (Verbal with slang or jargon, too complex, or too dull. inoffensive. Language is appropriate, but word for the setting, and free of bias; the presenter may Effectiveness) Language is questionable or inappropriate for a choices are not particularly vivid or precise. “code-switch” (use different language from) when (10 points) particular audience, occasion, or setting. Some appropriate. Language choices are vivid and biased or unclear language may be used. precise. 5. Delivery The delivery detracts from the message; eye The delivery generally seems effective – All of the presenters speak in a clear voice. (Nonverbal contact may be very limited; the presenter may however, effective use of volume, eye contact, Pronunciation of terms are correct and precise so Effectiveness) tend to look at the floor, mumble, speak vocal control, etc. may not be consistent; some that all audience members can hear the (10 points) inaudibly, fidget, or read most of the speech; hesitancy may be observed. Vocal tone, facial presentation. gestures and movements may be jerky or expressions, clothing and other nonverbal excessive. The delivery may appear expressions do not detract significantly from the inconsistent with the message. Nonfluencies message. The delivery style, tone of voice, and (“ums”) are used excessively. Articulation and clothing choices do not seem out-of-occasion. pronunciation tend to be sloppy. Poise of Some use of nonfluencies are observed. composure is lost during any distractions. Generally, articulation and pronunciation are Audience members have difficulty hearing the clear. Most audience members can hear the presentation. presentation. TOTAL SCORE Page 5 of 5