CSA-PURPOSE-COMMUNICATION-MERGED.pdf

COMPETENCY SKILLS APPRAISAL by SV Philip S. Merlas Use the English language with ease in effective communication. Communication | Nature, Elements, Models, Principles Communication in Pluricentric Realities Communication in the 21st Century Use the Englis...

COMPETENCY SKILLS APPRAISAL by SV Philip S. Merlas Use the English language with ease in effective communication. Communication | Nature, Elements, Models, Principles Communication in Pluricentric Realities Communication in the 21st Century Use the English language confidently for special purposes Grammatical Competence in Focus (Use of English) Critical Reading (Literature as Communication) Communication across Professions  Part 1 Use the English language with ease in effective communication. COMMUNICATION COMMUNICATION communicare to share No man is an island. Hence, the need to communicate. Facilitated by a complex Language. COMMUNICATION participants in the information encoded and communicative process decoded through which message is transmitted context that may be a variable to communication process that ensure the interference during the message is received & interaction understood COMMUNICATION Aristotle's model emphasizes the role of the speaker and the speech, focusing on how a speaker delivers a message to an audience. The effectiveness of communication is measured by the audience's response or effect, highlighting the persuasive power of rhetoric. Shannon and Weaver's model introduces the concepts of information source, transmitter, channel, receiver, and destination, illustrating the technical aspects of communication. This model also incorporates noise, which represents any interference that can distort the message, thereby affecting the clarity of communication. COMMUNICATION Interference that comes from an external expected communication source, or the environment in which the channels in an organization communication is occurring. occurs as a result of personal attitudes, assumptions, and biases Deals with your own abilities to see and hear, your state of health cultural expectations, etiquette, attitudes, and values deals with words and language Technical equipment issues COMMUNICATION VERBAL INTRAPERSONAL INTERPERSONAL FORMAL NON-VERBAL EXTENDED INFORMAL ORGANIZATION VISUAL formal & informal  COMMUNICATION Kinesics Refers to body movements, gestures, facial expressions, and posture. It is the study of how movement communicates messages, often complementing verbal communication. Oculesics Focuses on eye behavior, including eye contact, eye movement, and gaze. It is key in conveying attention, interest, and emotion. Proxemics Relates to personal space and physical distance in communication. It explores how proximity influences relationships and interaction. Haptics Involves touch as a form of communication, like handshakes or hugs. It can indicate affection, aggression, or support. Chronemics Refers to the use of time in communication. It encompasses punctuality, waiting time, and how time is perceived in different cultures.  COMMUNICATION Vocalics (Paralanguage) Focuses on the tone, pitch, volume, and speed of speech. It reflects emotional tone and can change the meaning of spoken words. Gestics (Gestures) Encompasses hand and arm movements that express ideas or emotions. It can include pointing, waving, or other motions used to convey specific messages. Appearance and Artifacts Relates to clothing, accessories, and physical appearance. These factors can communicate status, professionalism, or personality. Environmental Factors Includes elements of the surroundings, such as lighting, space design, or color schemes, which can affect how a message is received. COMMUNICATION COMMUNICATION COMMUNICATIVE COMPETENCE COMMUNICATION COMMUNICATION CONCENTRIC CIRCLES OF ENGLISHES INNER CIRCLE (English as Home Language) OUTER CIRCLE (English as Second Language) EXPANDING CIRCLE (English as ‘FOREIGN’ Language) COMMUNICATION English in Multilingual Realities According the Braj Kachru… English is reshaped by the people and societies who use it. There is a need to be immersed to the different varieties of English. There is a need to raise INTERCULTURAL COMMUNICATION SKILLS. COMMUNICATION INTERCULTURAL COMMUNICATION Communicating across cultures is challenging. Each culture has set rules that its members take for granted. Few of us are aware of our own cultural biases because cultural imprinting is begun at a very early age. And while some of a culture's knowledge, rules, beliefs, values, phobias, and anxieties are taught explicitly, most of the information is absorbed subconsciously.  COMMUNICATION ACCORDING TO 3 DIFFERENT BINARIES OF CULTURE TYPES High Context vs Low Context High Context Cultures: Communication relies heavily on context, non-verbal cues, and the relationship between speakers. Much is left unsaid; people are expected to read between the lines. Examples: Japan, China, and many Arab countries. Low Context Cultures: Communication is more direct and explicit. People say what they mean. There is less reliance on situational cues, and messages are clear. Examples: The United States, Germany, and Scandinavian countries.  COMMUNICATION ACCORDING TO 3 DIFFERENT BINARIES OF CULTURE TYPES Sequential vs Synchronic Sequential Cultures: People prefer to do one thing at a time in a linear fashion. Planning and schedules are important, and they follow a clear order. Examples: Germany, the U.S., and Switzerland. Synchronic Cultures: People can handle multiple tasks at once and may switch back and forth between activities. Time is seen as flexible, and relationships are prioritized over strict schedules. Examples: Mexico, India, and many African countries.  COMMUNICATION ACCORDING TO 3 DIFFERENT BINARIES OF CULTURE TYPES Affective vs Neutral Affective Cultures: People express their emotions openly and communicate feelings readily. It’s common to show enthusiasm, warmth, or passion in conversations. Examples: Italy, Spain, and Latin American countries. Neutral Cultures: People tend to keep their emotions subdued and do not show feelings openly. Communication is more restrained and focused on content rather than emotional expression. Examples: Japan, the UK, and many Scandinavian countries.  COMMUNICATION 4 OFF-SHOOTS OF INTERCULTURAL COMMUNICATION Interracial Communication Definition: Communication between people of different races. Focus: Deals with the social and cultural differences influenced by race, which can affect language, behavior, and perceptions. Example: A conversation between a Black person and a White person discussing their cultural experiences related to race. Interethnic Communication Definition: Communication between people from different ethnic groups. Focus: Focuses on the unique cultural practices, beliefs, and customs that define various ethnic groups, which can influence communication styles and interactions. Example: A dialogue between a Hispanic person and a Native American discussing their traditions and cultural backgrounds.  COMMUNICATION 4 OFF-SHOOTS OF INTERCULTURAL COMMUNICATION International Communication Definition: Communication between individuals or groups from different countries. Focus: Involves the exchange of information across national borders, often considering differences in language, customs, and legal systems. Example: A business meeting between representatives from Japan and the United States discussing a partnership. Intracultural Communication Definition: Communication within a single culture. Focus: Examines how individuals within the same culture interact, taking into account shared norms, values, and language. Example: A conversation among friends in the same country discussing local events or shared cultural experiences. COMMUNICATION CROSS-CULTURAL COMMUNICATION Cultural differences are recognized and appreciated, but one culture is considered dominant and is the basis for contrasting or comparing other cultures.  SOCIAL MEDIA COMMUNICATIONS COMMUNICATION  Part 2 Use the English language confidently for special purposes. GRAMMATICAL COMPETENCE  ACCURATE USE OF LANGUAGE calls for COMPETENCE on English Grammar ˈ æ ə GRAMMATICAL COMPETENCE N Prn noun names nouns pronouns substitutes V Adj description WORD CLASSES OF actions state of being verbs adjectives quality ENGLISH GRAMMAR modifiers / Adv Prp relationships qualifiers of adverbs prepositions v, adj, and adv Parts of Speech Cnj Int expresser of connectors interjections conjunctions emotions/feelings coordinators GRAMMATICAL COMPETENCE Singular subjects must have singular verbs. Plural Subject + Plural Verb SVA AGREEMENT Plural subjects must have plural verbs. Rule of thumb: Subjects ending in “s” are plural Pronouns Verbs ending in “s”must are agree to the Antecedent in Gender and Person singular Correcting agreement errors: Become familiar with irregular verb forms. Focus on the subject, not any additional modifiers. SAMPLE A sentence must have a Subject, Predicate, and Complete Thought 1. Most of the milk (has/have) gone bad. 2. Four years (is/are) a long time to spend away from your friends and family. 3. One of my best friends (is/are) an extra on Ang Probinsyano this week. GRAMMATICAL COMPETENCE Plural Subject + Plural Verb Pronouns are words that take the place of nouns. P/A AGREEMENT Antecedents are the words that the pronouns refer to. Pronouns must agree with their antecedents in number, gender, and person. Number =Pronouns singularmust or plural agree to the Antecedent in Gender and Person Gender = masculine, feminine, zero or neuter Person = 1st, 2nd, or 3rd person SAMPLE A sentence must have a Subject, Predicate, and Complete Thought 1. If someone sees a crime, (he or she, they, it) should report it to the police. 2. Neither of the boys has done (his or her, their, his) homework. 3. Some of the children held (their, its, his or her) mother’s hand. GRAMMATICAL COMPETENCE A run-on sentence is sentence comprised Plural of twoSubject + Plural Verb or more RUN-ON SENTENCE independent clauses not properly separated. Lack of punctuation and/or conjunctions Incorrect punctuation Pronouns must A comma splice—two agree to the Antecedent independent in Gender clauses joined byand a Person comma—is a run-on sentence. A run-on sentence is not simply a long sentence. SAMPLE A sentence must have a Subject, Predicate, and Complete Thought 1. My favorite Mediterranean spread is hummus it is very garlicky. 2. It is nearly half past five, we cannot reach town before dark. 3. I love to write papers I would write one every day if I had the time CRITICAL READING  COMMUNICATING THROUGH Literary Analysis requires effective INTERPRETATION use of EVIDENCE accuracy on TERMINOLOGY LITERATUREREVIEW POINTS P LYRIC Elegy | Ode | Sonnet | Psalms OETRY NARRATIVE Ballad | Epics P FICTION Folktales | Legends | Fables ROSE NON-FICTION Biographies | Expository Essays GENRES style of writing D category of literary COMEDY composition RAMA TRAGEDY LITERATUREREVIEW POINTS INTERPRETING P Alliteration DEVICES & ELEMENTS a repetition of the same consonant sounds in a sequence of words, usually at the beginning of a word or stressed OETRY syllable as in “descending dew drops” or “luscious lemons” Assonance the repetition of similar internal vowel sounds in a sentence or a line of poetry, as in “I rose and told him of my woe.” Imagery the concrete representation of a sense impression, feeling, or idea that triggers our imaginative ere-enactment of a sensory experience Rhyme the repetition of identical or similar concluding syllables in different words, most often at the ends of lines LITERATUREREVIEW POINTS INTERPRETING P Rhythm the term used to refer to the recurrence of stressed and DEVICES & ELEMENTS unstressed sounds in poetry OETRY Meter the rhythm of syllables in a line of verse or in a stanza of a poem. Depending on the language, this pattern may have to do with stressed and unstressed syllables, syllable weight, or number of syllables. Tone Conveys the speaker’s implied attitude toward the poem’s subject. It is an abstraction we make from the details of a poem’s language Figurative A form of language use in which the writers and speakers mean something other than the literal meaning of their words Language LITERATUREREVIEW POINTS FIGURES OF SPEECH LITERATUREREVIEW POINTS Point of view First, Second, or Third Person INTERPRETING P Plot Freytag’s Pyramid, or Unorthodox ROSE Characterization Antagonist vs Protagonist, Static vs Dynamic FICTION Conflict Man vs Man, Man vs Nature, Man vs The Omnipotent Setting Time and Place Theme Ideas about life outside the story LITERATUREREVIEW POINTS INTERPRETING P ROSE FICTION LITERATUREREVIEW POINTS Narration INTERPRETING Description P ROSE Exposition NON FICTION Argumentation Historical Biographical Autobiographical Comparison & Contrast Expository Cause & Effect LITERATUREREVIEW POINTS Action Performance (What keeps the drama moving) INTERPRETING Mimesis D Imitation of the reality / life RAMA Conflict Dilemma, Resolution, Denouement Intended to be performed Dialogue The communication between actors/characters Characters Actors (flat or round characters) Spectacles Lights, effects, sounds, etc. ACROSS PROFESSIONS COMMUNICATION Formalism in Academic Communication Academic communication, also called scholarly communication, refers to methods of communication that are highly structured and generally only used in pedagogical settings. Academic communication can include the words and structures used to express ideas, as well as the methods by which ideas are disseminated. Language is structured, repetitive, and highly formal. COMMUNICATION CRITICAL vs TECHNICAL WRITING COMMUNICATION CRITICAL vs TECHNICAL WRITING ENGLISH IN THE ACADEME EXPLANATION ESSAYS Academic essay that makes use of a formal register to provide explanations for phenomena. Core to this form of writing is the question “WHY”. TECHNICAL PAPER A form of academic writing purposively crafted to be INFORMATIONAL, INSTRUCTIONAL, and/or PERSUASIVE. Language register is highly formal, academic, and technical (i.e. Research based on your specializations). ENGLISH IN THE ACADEME RESEARCH JOURNAL ESSENTIAL PARTS Abstract Often only 100 to 300 words, the abstract generally provides a broad overview and is never more than a page. It describes the essence, the main theme of the paper. It includes the research question posed, its significance, the methodology, and the main results or findings. Introduction and Statement of the Problem A good introduction states the main research problem and thesis argument. Never provide a lengthy justification for your topic before it has been explicitly stated. Limitations of Study Indicate as soon as possible what you intend to do, and what you are not going to attempt. You may limit the scope of your paper by any number of factors, for example, time, personnel, gender, age, geographic location, nationality, and so on. ENGLISH IN THE ACADEME RESEARCH JOURNAL Literature Review The research process uncovers what other writers have written about your topic. Your education paper should include a discussion or review of what is known about the subject and how that knowledge was acquired. Once you provide the general and specific context of the existing knowledge, then you yourself can build on others' research. Main Body of Paper/Argument It is where the author supports the thesis and builds the argument. It contains most of the citations and analysis. This section should focus on a rational development of the thesis with clear reasoning and solid argumentation at all points. A clear focus, avoiding meaningless digressions, provides the essential unity that characterizes a strong education paper. Conclusion The reiteration of the key findings about the main research problem first presented in the introduction. References Bibliographic entries in a list. COMMUNICATION Formalism in Business Communication The process of sharing information in an organizational environment between employees within and outside a company. Job interviews as settings that require high level of language formalism. ENGLISH AT THE WORK PLACE BUSINESS LETTERS a communication letter between a sender and a receiver wherein it is used for transactions and cannot be easily relayed orally. ENGLISH AT THE WORK PLACE MEMORANDUM from a Latin term that means “it must be remembered”. it is usually used as a means to disseminate a message by those occupying mid-level positions and up in an organization a reminder to one’s constituents who need to act about something. is deployed with a powerful, commanding language register ENGLISH AT THE WORK PLACE MINUTES Offices hold meetings from time to time. These are notes that are recorded during a meeting. Meeting minutes highlight the key issues that are discussed, motions proposed or voted on, and activities to be undertaken. ENGLISH AT THE WORK PLACE BUSINESS PROPOSALS To attract clients or secure support from possible investors or organizations. Makes use of specialized, formal language with an aim of getting the approval of the prospective client. Common Major Parts Problem Statement Proposed Solution Costing/Pricing ENGLISH AT THE WORK PLACE JOB INTERVIEWS These give employers the chance to meet applicants and see for themselves if they would like to hire them for the job. IMPORTANT CONSIDERATIONS: Study the Job, Skills Required, & Co VMG. Wear professional Speak courteously (polite language) Be tactfully honest Mind your body language ENGLISH IN SOCIAL MEDIA The BLOG The term was first used in the 90s. A blend of the words web + log. A form of written entries originally on a piece of paper or a notebook page. In the 21st century, it is essentially a log or diary in the form of online journals. Blogs are more concerned with communicating a message, rather than simply expressing or documenting an idea or emotion. It promotes an individual’s way of expressing emotions through ideas based on his/her personality. Hence, the language is informal that could range from casual to creative. Communication and Multilingual Realities COMPETENCY SKILLS APPRAISAL